the lournal of the association of schools and colleges of ... · michelle l. cornick, o.d. kenneth...

The lournal of the Association of Schools and Colleges of Optometry

Graduation 2000

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Association of Schools and Colleges of Optometry The Association of Schools and Colleges of Optometry (ASCO) represents the professional programs of optometric education in the United States ASCO is a non-profit tax-exempt professional educational

association with national headquarters in Rockville MD

BOARD OF DIRECTORS Executive Committee

President Arol R Augsburger OD Dean University of Alabama at Birmingham School of Optometry Birmingham Alabama 35294

Presideiit-Elect John Schoessler OD PhD Dean The Ohio State University College of Optometry Columbus Ohio 43210-1240

At-Large Member Anthony J Adams OD PhD Dean University of California at Berkeley School of Optometry Berkeley Calif ornia94720-2020

Secretary-Treasurer David Loshin OD PhD Dean Nova Southeastern University College of Optometry Ft Lauderdale Florida 33328

Immediate Past-President bullAlan L Lewis OD PhD President The New England College of Optometry Boston Massachusetts 02115

Executive Director Martin A Wall CAE

BOARD MEMBERS Larry J Davis OD Interim Dean University of Vlissouri at St Louis School of Optometry St Louis Missouri 63121-4499

Leland W Carr OD Dean Pacific University College of Optometry Forest Grove Oregon 97116

William E Cochran OD President Southern College of Optometry Memphis Tennessee 38104

George E Foster OD Dean Northeastern State University College of Optometry Tahlequah Oklahoma 74465

A Norman Haffner OD PhD President SUNY State College of Optometry New York New York 10010

Thomas L Lewis OD PhD President Pennsylvania College of Optometry ElkinsPark Pennsylvania 19027-1598

Pust Presidents

Gerald E Lowther OD PhD Dean Indiana University School of Optometry Bloomington Indiana 47401

Charles F Mullen OD President Illinois College of Optometry Chicago IL 60616

Hector Santiago OD PhD Dean Inter American University of Puerto Rico School of Optometry Hato Rey Puerto Rico 00919

Jerald W Strickland OD PhD Dean University of Houston College of Optometry Houston TX 77204-6052

Lesley L Walls OD MD President Southern California College of Optometry Fullerton CA 92831

Allyn Uniacke OD Interim Dean Michigan College of Optometry

At Ferris State University Big Rapids Ml 49307-2738

ASCO Affiliate Members Dr Pierre Simonet Director University of Waterloo mdash Optometry Waterloo Ontario Canada N2L 3G1

Dr Graham Strong Director University of Waterloo mdash Optometry Waterloo Ontario Canada N2L 3G1

Dr Stephen Miller Exec Dir College of Optometrists in Vision

Development St Louis Missouri 63141

Mr Robert Williams Exec Dir Optometric Extension Program Foundation Santa Ana California 92705-5510

Director Optometry Service Veterans Health Administration Fort Howard Maryland 21052

Dr Carlos H Mendoza Dean Universidad de la Salle Facultad de Optometria Bogota Colombia

Dr Mosaad Al-Abdulmunem Chair Department of Optometry College of Applied Medical Sciences King Saud University Riyadh 11433 Saudi Arabia

Dr Alberto Milla Quiroz School of Optometry Instituto Politecnico Nacional Plan de San Luis y Diaz Miron DF Mexico

Editorial Review Board Editor Roger Wilson OD

ASCOTECH Coeditor William M Dell OD MPH

ASCOTECH Coeditor Dominick M Maino OD MEd

Communications Editor Ellen Richter Ettinger OD MS

Diane T Adamczyk OD John Baker OD MSEd Etty Bitton OD MSc Nancy B Carlson OD William M Dell OD MPH Charles Haine OD MS Lester E Janoff OD MSEd Nada J Lingel OD MS Howard McAlister OD MA MPH Deborah Orel-Bixler MS PhD OD Doug Penisten OD PhD David Perrigin OD William B Rainey OD Hector Santiago PhD OD Paulette P Schmidt OD MS Julie A Schornack OD MEd Leo P Semes OD Marlee M Spafford OD MSc PhD Mark Swan OD MEd

98 Optometric Education

OPTOMETRIC EDUCATION ISSN 0098-6917

VOL 25 NO 4 CONTENTS SUMMER

2000

The Journal of the Association of Schools and Colleges of Optometry

Jack W Bennett OD - In Memoriam 103

Student Self-Assessment of Professional Communication Skills at the Illinois College of Optometry Sanford M Gross OD FAAO Rebecca K Zoltoski PhD Michelle L Cornick OD Kenneth KW Wong BSc(H) The authors developed a survey to assess students self-perceptions as they progress through the academic and clinical programs of the Illinois College of Optometry 107

Primary and Secondary Selection Tools in an Optometry Admission Process Marlee M Spafford OD MSc PhD FAAO A five-year study of the University of Waterloo School of Optometry identified its primary and second selection tools by comparing performances of candidates receiving the last 10 offers in each class with three equal-sized groups initial offers contingency refusals and academically competitive refusals 116

Annual Index for Optometric Education An author and subject index to Volume 25

MEMBER

126

DEPARTMENTS

Editorial Quantifying Teaching and Professional Activities Roger Wilson OD

ASCOTECH Optometric Educators Reference Links on the Internet Jay M Rumsey OD FAAO

ASCO Calendar

Industry News

100

102

106

105

Cover Photo ICO class of 2000 graduate Jennifer Wimmer is congratulated by faculity members after the cermony Courtesy of Al Pouch Director of Media Productions the Illinois College of Optometry

O I T O M L T R I C EDUCATION K published b the ssoiit ion o l N hoolsmd ( ollegtes olOplomeLn (AS 0gt Mjniraquoing Lditor

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Copri jhl bulllaquobull 20HtI b The s-oriilion oi ^ b o o l s md Colleges of Optomeln Advertising riles ire nii l ihle upon request

O I lOMT IKK I D L C A l I O disil i inis re-pnn-iLraquoiliiv for opinions epresgted b llieiuthor- Indexed in Current Index to lournils

in I dini l ion (KRIl i

DITORIAL Quantifying Teaching and

Professional Activities

Management and faculty at the schools and colshylege of optometry have long struggled with

issues relating to the measurement of contributions that faculty make to an institution and how to translate those efforts into an equitable assignment of resources Value worth quality and quantity of faculshyty activity assignments are commonshyly debated and rarely resolved There are some clear benefits to a systemic organized and legitimate assessment of faculty efforts First evaluation and assignment of value to educational activities enables the administration to make better decishysions about budgets and the allocashytion of resources (so-called mission-based budgeting) personnel workloads career counseling and guidance and promotion and tenure decisions Defining faculty accomshyplishments with greater precision will likely result in the identification of teaching as essential to an institushytions mission Also assessing edushycational activities with a greater degree of balance (equity) may enable highly productive faculty to negotiate favorable work assignshyments petition for merit raises or other forms of compensation and provide documentation to be includshyed in a teaching portfolio

There are also philosophical dilemmas resulting from the quanshytification of faculty activities In an environment of greater structure and the micro-management of time elements some would argue that the assignment of workload values actually devalues individual faculty contributions detracting from creshyative time There is also the chalshylenge of how to objectively assign and assess teaching activities (eg traditional classroom lecturing vs

Roger Wi lson OD

clinical teaching and patient care responsibilities) so that all faculty are equally recognized for their efforts and contributions

Our colleagues in medical educashytion have been actively studying facshyulty efforts and their relative values since the mid-1990s Their work to date may serve as a starting point for optometric administrators and edushycators to commence the task of definshying and assessing workloads in our own environments The assignment of universal weighted value sets to faculty teaching activities is under study at a number of medical schools based upon the groundbreaking work of Charles L Bardes at the Joan and Sanford I Weill Medical College of Cornell University In 1995 Bardes et al1 described a method by which the faculty and administration creatshyed a scale that rated clinical teaching activities in terms of labor intensity preparation time level of responsibilshyity and educational value Bardes and his colleagues thus coined the concept of the relative value scale in teaching (RVST) Relative value units (RVUs) were assigned to each teachshying activity in the department of medicine enabling the College to assess teaching activities of each facshyulty member on a quantitative and weighted scale Recently Bardes comshymented on the broader issues that continue to hamper the refinement and implementation of the RVST model2 Problems cited with the RVST include agreement of the weighting of teaching activities the multiplier effect whereby weightshyings result in large differences in RVUs the assignment of RVUs to simultaneous activities (eg conductshying and teaching research) and dealshying with learners at different levels during the same teaching session

The Mission-based Management

Program of the Association of American Medical Colleges recently issued the first of three reports on the development of a relative value scale to assess faculty activities Nutter3 and colleagues report the outcomes of a national panel that studied how to measure the activishyties of medical educators based upon the study of three variables educashytion programs categories of educashytion work and specific education activities of faculty These variables served as the foundation for the creshyation of RVUs pertaining to faculty activities in the areas of teaching scholarship and service

I think what I like best about the RVST is that the process identifies teaching as a clear winner when alloshycating resources in a mission-based model of budgeting Using RVUs in the development of a mission-based budget acknowledges the value of education programs as core to the mission The RVST serves a rational purpose in medical education and may be of value to the schools and colleges of optometry particularly those struggling with workload issues and competition for programmatic resources One caveat RVUs are not easily applied to innovative teaching technologies so make sure to leave some wiggle room for rewarding faculty who are willing to take risks to advance the educational process

References 1 Bardes CL Hayes JG Are teachers teachshy

ing Measuring the educational activities of clinical faculty Acad Med 1995 70111-114

2 Bardes CL Teaching counts the relative-value scale in teaching (commentary) Acad Med 1999 741261-1263

3 Nutter DO Bond JS Coller BS et al Measuring faculty effort and contribushytions in medical education Acad Med 2000 75199-207


CONGRA TULA TIONS

To all the new optometrists In the Class of 2000

Jerry Hayes OD Founder amp CEO E-Dr Network

Your free graduation gift awaits you at or

call 877EDR3379 toll-free

4p^ E-DR NETWORK Serving The Eyecare Profession in a Whole New Way

ASCOTECH

Optometric Educators Reference Links on the Internet

Introduction Educators have found that difshy

ferent students learn best when the information is presented in varying formats1 This difference in learning style applies not only to the auditoshyry and visual lecture format of the large class but also to the audioshyvisual aids used in books tapes slides and video tape The student at any age appears to accept and retain the salient educational points when provided in several formats This is especially true when differshyent slants upon the information display method are given to mainshytain student interest

The profession of optometry has used many presentation formats over the years Numerous texts 25

have been made available for the student and practitioner from pubshylishers such as Butterworth Lippincott Mosby Appleton amp Lange and others Some of the pubshylishers universities and commershycial companies have developed 35mm slide albums6 computer CD-Rom78 or laser disc9 applications for education in the areas of disease vision fields and contact lenses Many state and national organizashytions (AAO AOA ARVO)10 offer audio andor video tapes of their meetings or programs for continushying education

Adapting New Technology For Learning

An exciting new technology has mushroomed over the last six to eight years that may stimulate the student to lifelong learning This technology is the Internet (World

Dr Rumsey is an associate professor of optometry at Nova Southeastern University in Ft Lauderdale Florida with over 20 years experience in academia Previously he was on the faculty at the University of Houston

Jay M Rumsey OD FAAO

Wide Web (WWW) and is tied to the increasing prevalence and lower costs of personal computers in the home school and office

However one of the problems of the WWW is locating usable data in the vast amount of available information The sheer size of the network and apparent disorganizashytion of the server sites in the US and foreign countries does not help an educator during the preparation phase of program development While many network search engines (Yahoocom Excitecom Snapcom Infoseekcom and Lycoscom to name only a few ) are helpful to begin the task of isoshylating the desired topics they are somewhat limited in that the sites keywords must be published in order for the search to be successshyful Many useful sites go unnoticed by the educator because the page author does not submit a list of hisher pages to these search engines Only the students of hisher particular course have access to this information

Not all published sites on the WWW are appropriate for educashytional purposes They may be useshyful for the commercial business to educate the professional or public at large about the services they proshyvide but they do not adequately give background information for the student These sites however do provide a service to education in that they often have quality images of their services or products from which the educator can further instruct the student The educator can use these sites to improve the understanding of important conshycepts and display the specific instrumentation for the student

Implementation In an effort to help the optometshy

ric educator and to some extent the

practicing optometrist a WWW page list of optometry topics and ocular (external and internal) images has been developed The web pages listed are not exhaustive Many of the sites have been found by perusing the electronic libraries of many medical and optometry universities and colleges Often the links found in a particular page published by faculty have provided additional references

The web page references have been arbitrarily placed into four different categories These are 1) Universities 2) Organizations 3) Images Libraries and 4) Other Sources References within the Universities (Table 1) links are web pages designed by faculty for stushydent education within their particshyular courses National or State refshyerences associated with public or professional education are found within the Organizations (Table 2) page references Image Libraries (Table 3) are sites designed with significant graphic or photographic educational displays Other Sources (Table 4) include commercial inforshymation sites and on-line journal and magazine reports

The actual WWW reference site for the above information can be found at httpwwwnovaedu hpdotmReferenceshtml The actual site references are embedded in the links associated with the tables An effort has been made to minimize overlap of the references The image libraries most often conshytain links found within some of the other categories A link within the reference site lists a number of edushycators who provide their students with information taught or augshymented using pages displayed on the WWW This list is shown in Table 5

The reference sites listed in the tables are not comprehensive Due

(Continued on page 122)


Jack W Bennett OD 1932 - 2000

Dr Jack Bennett was a widely respected ASCO Board member who over the course of a long academic career served as dean of three schools and colleges of optometry Ferris State University College of Optometry (1975 -1988) where he was the founding dean mdash renamed the Michigan College of Optometry at Ferris State University Indiana University School of Optometry (1988 - 1998) and the University of Missouri-St Louis School of Optometry (1999 - 2000) He served as ASCO president from 1987 - 1989 The following resolution was adopted by ASCOs Board of Directors at its June 20 2000 Annual Meeting in Las Vegas

Whereas the optometric educational enterprise is the fulcrum of the scientific and professional integrity of optometry and

Whereas Dr Jack Bennett has amassed a remarkable record of achievement as the University Dean of three distinshyguished public institutions and

Whereas he has admirably demonstrated a rare leadership quality that has resulted in significant advancement of the academic and professional standing of the respective institutions and

Whereas Dr Jack Bennett served on the Board of Directors of the Association of Schools and Colleges of Optometry for over a quarter of a century and as its President from 1987-1989 with purposefulness understanding commitshyment and always with generous good sense and

Whereas Dr Jack Bennett and his wonderful wife Alice were tireless workers for various worthy causes in optometry now therefore be it

Resolved that the member institutions of the Association of Schools and Colleges of Optometry record with deep sorshyrow the untimely death of Dr Jack Bennett and be it further

Resolved that the Presidents and Deans express their profound condolences to Mrs Alice Bennett and the members of the Bennett family upon this unhappy occasion and be it further

Resolved that the Association of Schools and Colleges of Optometry despite the sadness of the moment celebrates the significant and positive impact upon optometric education scholarship and professional standing that the life and times of an extraordinarily gracious colleague had upon his profession and its people

Volume 25 Number 4 Summer 2000 103

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Alcon Laboratories the manushyfacturer of OPTI-FREE lens care products announced its 2000 sponshysorship of the United States Soccer Federation (USSF) the preeminent organization dedicated to expand the sport of soccer As the Official Lens Care Brand of the USSF Alcon will sponsor and have a presence at United States Mens and Womens National Team matches leading up to the 2000 Olympic Games in Sydney Australia

US Soccer has endorsed Alcons OPTI-FREE Express Multi-Purpose Disinfecting Solution and SUPRALENS Daily Protein Remover because both products exemplify exceptional perforshymance said US Soccer president Dr S Robert Contiguglia Were proud to partner with Alcon on this exciting opportunity

We chose to sponsor the USSF because the outstanding perforshymance of the womens team in the World Cup was an inspiration to us all said Kevin Buehler vice presishydent and general manager Alcon Consumer Products Division

Founded in Fort Worth Texas in 1947 Alcon employs 10000 individshyuals around the world Total sales for 1999 exceeded $24 billion with activity in more than 170 markets

B amp L Confirms Efficacy Of ReNu MultiPlustrade Solution

Bausch amp Lomb researchers recently completed several studies to evaluate the antimicrobial efficacy of ReNu MultiPlus solution against several strains of Pseudomonas aerugishynosa as well as a broad range of other clinically relevant ocular pathogens Results confirmed that ReNu MultiPlus solution has excelshylent antimicrobial efficacy

Findings presented in a recently published article entitled How Dangerous is Noncompliance with Multipurpose Solutions (based on

a study conducted by Indiana State University researchers and pubshylished in the January 2000 issue of Contact Lens Spectrum) conflicted with previous research establishing ReNu MultiPlus solution as an effective disinfecting system B amp L researchers investigated the methodology used by the researchers in this article and disshycovered that the research did not follow the rigorous methodologies utilized by the US Food and Drug Administration (FDA) for product approval B amp L believes that the study which deviated from key FDA guidelines contains informashytion that is misleading and may cause undue concern among Renu MultiPlus solution users For furshyther information contact William Reindel at (716) 338-8129 or William T Reindelbauschcom

Carl Zeiss Optical Passes ISO 9001 Certification

Carl Zeiss Optical Inc announced its certification in accorshydance with the International Organization for Standardization requirements for quality assurance in design development production installation and servicing (ISO 9001) ISO 9001 certification requires a company to pass a rigorous third party audit covering all areas of the industrial process Areas from comshypany management and control of procedures to shipments of product are analyzed

Our certification is just one more part of Zeiss dedication to excellence in the products we proshyvide The ISO 9001 quality stanshydards have won international accepshytance and credibility stated Edward E Greene president and CEO of Carl Zeiss Optical Inc Both large and small companies around the world are building their quality systems in conjunction with these standards Having our prodshyucts certified by ISO 9001 standards is an expression of the confidence in materials and mechanical workmanshy

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Paragon Receives FDA Approval For Non-Surgical Correction of Myopia

Paragon Vision Sciences a US-based global leader in the research development and production of advanced technology oxygen pershymeable contact lens polymers and specialty contact lens designs has received approval from the US Food amp Drug Administration to market temporary non-surgical corneal reshaping for correction of myopia using RGP contact lenses

Paragons superb Paragon HDSreg material and FluoroPermreg 60 were cleared for use While these Paragon materials are approved for up to seven days of extended wear the corneal reshaping (orthokeratolshyogy) approval includes specified reverse geometry RGP designs and is restricted to daily wear contact lens use The company has received IDE clearance to study overnight wear for corneal reshaping and is proceeding with that clinical work Orthokeratology RGP contact lenses are used for the temporary reducshytion of myopic refractive error

The approval was based on a clinshyical study in which 114 eyes comshypleted treatment with reverse geomshyetry lenses in a controlled unmasked clinical investigation at nine sites In the study corneal reshaping providshyed a temporary full reduction in some patients with up to 300 diopters of myopia in eyes with astigmatism up to 150 diopters

Information on Paragon Vision Sciences or Paragon products may be obtained by contacting Paragon Vision Sciences at 480-892-7602 fax (480) 926-7369 or visit the Paragon Vision Sciences Web site wwwparagonvisioncom



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ASCO Meetings Calendar

ASCO EXECUTIVE COMMITTEE MEETING October 20 2000 The Westin Columbus mdash Columbus Ohio Contact Marty Wall

ASCO BOARD OF DIRECTORS MEETING October 21 2000 The Westin Columbus mdash Columbus Ohio Contact Marty Wall

ASCO CLINIC DIRECTORSADMINISTRATORS SIG October 26-29 2000 The Boston Park Plaza Hotel mdash Boston Massachusetts Contact Carol Brubaker

For the most up-to-date information on ASCO meetings contact ASCOs website at httpwwwoptedorg

Student Self-Assessment Of Professional Communication Skills At the Illinois College Of Optometry Sanford M Gross OD FAAO Rebecca K Zoltoski PhD Michelle L Cornick OD Kenneth KW Wong BScfH)

Abstract Optimum communication skills are

clearly a must for todays optometrists We developed a survey intended to assess stushydents self-perceptions of their communishycation skills as they progress through the academic and clinical programs of the Illinois College of Optometry (ICO) The student body was surveyed over two conshysecutive academic years Between these years a curriculum intervention designed to enhance these skills was initiated Students were to rate their skills in four areas interpersonal skills patient care interdisciplinary skills and practice manshyagement The results indicated 1) stushydents expressed significant ambivalence about these skills 2) students showed increasing confidence during progression through the program 3) confidence in the individual skill categories maintained a relatively fixed order and 4) the curricushylum intervention had a modest impact that was differential over the skill categories These results illustrate that while the acashydemic program at ICO does enhance stushydent confidence in communication skills to some degree more specific work in this area would be beneficial The curriculum intervention studied was slightly effective and may require greater alignment with guidelines recommended by current healthcare education research

Key words communication skills interpersonal skills patient care practice management interdisciplinary skills healthcare education

Introduction The recent medical literature has

been replete with studies linking patient noncompliance and dissatisfacshytion to poor patient-doctor relationshyships13 Among the chief complaints of patients who have recently received healthcare is that their doctor either failed to communicate a caring involved attitude or failed to address their major health-related concerns4- 5

As a matter of fact lack of perceived concern for a patients well being is often cited as a pivotal factor in the inishytiation of malpractice litigation67 To complicate matters recent changes in healthcare delivery throughout the United States such as the spread of managed care have mandated concern for efficiency as an integral component of successful contemporary practice With third party payers exerting greater control over reimbursement and the traditional fee-for-service patients in declining numbers many healthcare providers see greater numbers of patients in order to maintain revenues8

Dr Gross is an associate professor at the Illinois College of Optometry (ICO) He teaches comshymunications and is chief of Primary Care Suite I Dr Zoltoski is an assistant professor at ICO Dr Cornick has left ICO and is now in private practice in Colorado Mr Wong is a third year student at ICO

Optometry is in a particularly preshycarious situation as changes within the profession over the last several years have drastically expanded the scope of practice The diagnostic and therapeutic privileging expansion has occurred throughout the United States Indeed this new standard of practice is now mandated as part of licensure for todays new graduates 9

While these hard won victories for the expansion of professional privileges are greatly appreciated increased responsibility for the health and safety of patients come as part of the packshyage Both the number of healthcare issues needing to be addressed by todays optometrists and their comshyplexity have drastically increased This expanded role of optometry now places practitioners in the position of managing conditions with greater potential for morbidity andor morshytality Obviously the skills needed to efficaciously and ethically assist patients facing possible loss of health or vision are different from those needed for more routine care10

Essentially in todays healthcare arena this can mean assuming greater responsibility for the health of patients with less time available Couple this scenario with the fact that optometry still relies heavily on the arena of psychometric testing for optimum outcome and the dissonance created by the competition of alleshygiance between efficiency and efficacy becomes readily apparent n u Clearly effective professional communication skills are a must for todays optometrist to navigate the course between a fiscally sound practice on one side and a satisfied healthy patient on the other side Unfortunately the skills needed to maintain helpful direction in a professhysional healthcare setting are often very different from those acquired elsewhere in personal experience13

Where can todays healthcare pracshytitioners expect to begin the developshyment of such skills if not in professhysional schools With the increasing emphasis on quality assurance in both higher education and healthcare one would expect professional schools to demand excellence in this area After all they have two sets of consumers to satisfy patients and students Yet despite the apparent need for such training in professional healthcare programs there is an ironic lack of concentration in these skills throughshyout most healthcare education pro-


grams and optometry is certainly no exception There is also surprisingly little written about the curriculum needed for such training or ways to measure a successful outcome u

There are three obvious sources of information about the performance of current programs and the effectiveshyness of enhancement efforts in the area of professional communications trainshying for optometric education particishypating students faculty and patients15

This study is intended to serve as both a needs assessment tool and a baromshyeter of progress aimed at the first of the above mentioned information sources - the student body of the Illinois College of Optometry (ICO)

Methods A skill survey was designed based

on readings from numerous textshybooks articles and known course offerings to assess four major resource categories deemed necessary for effective communication in the professional optometric setting These categories included patient care interpersonal skills interdisciplinary communication and practice manshyagement skills All students were conshytacted for participation at the beginshyning of the 1997-1998 academic year Prior to distribution of the survey an instruction sheet was distributed to explain the purpose of the project explain potential uses of the informashytion and highlight the voluntary nature of participation (Appendix 1)

It was also clearly stressed that this information would in no way be used for academic evaluation The concept of implied verbal consent mdash that by completing and returning the survey materials they were effectively giving informed consent was briefly explained This method of implied vershybal consent was used to ensure anonymity for all participants Therefore students completing the questionnaire were to identify themshyselves using a 4-digit code known only to them Some basic guidelines for responding to the individual items notably that lack of familiarity with the content of a specific item should idealshyly be addressed by leaving that item blank were also discussed This was distinguished from the position of uncertainty where a student felt ambivalent about hisher skill in that area Finally students were given a one-week deadline to complete and return all materials This deadline was

given to encourage more reflective self-evaluation

The original survey consisted of a series of forty individual statements covering all four of the above-menshytioned categories (Appendix 2) Participants were asked to rate their specific abilities in each item by rankshying the skill assertion along a Likert Scale using a range from A-E The scaled letters were identified as folshylows (A) = strongly agree (B) = agree (C) = uncertain (D) = disagree and (E) = strongly disagree This was conshyverted to a numeric scale for data analysis and future administrations whereby (A) = 5 (B) = 4 (C) = 3(D) = 2 and (E) = 1 A final item was added in that format querying the students about their ability to self-assess based on their understanding of the conshycepts surveyed The participants were asked to complete the questionnaire and to return ALL materials via the internal-college mail system

At the beginning of the 1998-1999 academic year the questionnaire was administered a second time to begin the collection of longitudinal data and to investigate the effectiveness of cershytain curricular interventions During this interval two major curricular enhancements were initiated A two-credit Professional Communication Skills course was introduced into the spring quarter of the second year proshygram This seminar course was intended to promote introduction to and discussion of topics relating to the skill categories of the survey The entire second year class met twice a week for one-hour sessions that were devoted to lecture discussion and group exercise formats Information was presented in accordance with the low-to-moderate density format favored by Russell Hendricson and Herbert to help maximize retention16

Briefly the topics presented includshyed general communication principles verbal and nonverbal communication modalities intentional interviewing skills components of the optometric interview difficult patient encounshyters professional correspondence negotiation of treatment plans proshyfessional ethics cultural diversity and employment interviews Topics were arranged from general to more specifshyic skills to better simulate the progresshysion of the entire academic curricushylum Also the amount of time that third year students spent in active delivery of patient care within the Illinois Eye Institute (IEI) was signifishy

cantly increased These students first entered clinic during the summer quarter of their third year as opposed to autumn quarter and the hours spent in clinic were doubled from one to two four-hour sessions per week for the entire year

Modifications of the survey tool were made for the second administrashytion to facilitate compatibility with data analysis software The questionnaire was abridged to 35 questions by omitshyting 5 items from the practice manageshyment category and the item that assessed student confidence with the general topic area Data from the previshyous administration was modulated to control for this alteration and the change in the number of questions had no statistically significant effect Future administrations will revert to the origishynal 41 items as the issue of appropriate software has been addressed All quesshytionnaires were analyzed using the Scantron (Scantron Co Tuston CA) system which supplied individuals responses for each question From these values we obtained the followshying variables by averaging responses for each individual Interpersonal Skills (10 questions both years) Patient Care Skills (15 questions both years) Interdisciplinary Communication Skills (6 questions for academic year 1997 - 1998 5 questions for academic year 1998 - 1999) and Practice Management Skills (9 questions for academic year 1997 -1998 5 questions for academic year 1998 -1999)

In addition to these four variables we assessed the students level of conshyfidence in their ability for self-assessshyment (for the 1997-1998 administration only) as well as their level of comfort with the survey information Level of comfort with the information was measured by calculating each individshyuals percent of positive responses (agree [4] or strongly agree [5]) to the statements Calculating the percent of unanswered items for each individual assessed the degree of unfamiliarity with the survey information

Non-parametric analyses consisted of the Kruskal - Wallis One-Way H test and Mann-Whitney U test (SPSS Inc) When significant differences were noted the post-hoc analyses used were the Least Square Differences (LSD) comparing the proshyfessional years Further analysis investigating differences between the academic year administrations utishylized Multivariate Analysis of Variance Lastly a One - Way ANOVA


was used to look at changes as the classes progressed through the acadeshymic program from one professional year to the next The significance level was set for all tests at p lt 005

Results During the 1997-1998 academic

year 96 surveys were returned from the first year class 123 from the second year class 132 from the third year class and 87 from the fourth year class Typical class size at ICO ranges from 150 to 180 with a tendency for greater numbers of students in the earlier year classes due to attrition Throughout all four years student confidence in their skills was very modest and within the category areas ranked in the following order Interpersonal Skills (overall mean =375) Patient Care Skills (overshyall mean =364) Interdisciplinary Communication Skills (overall mean =358) and Practice Management Skills (overall mean =343) (Figure 1)

The professional classes of the ICO program demonstrated differences in a number of variables Confidence exhibiting a tendency toward signifishycant improvement in the last two proshyfessional classes improved overall (Figure 2) Confidence in patient care skills significantly increased for each year of the professional program (df = 3x2 =7397 plt00001) While interpershysonal skills (df =3x2 =5783 plt 00001) and practice management (df = 3x2 =

2878 p lt 00001) showed significant improvement throughout the years of the professional program the improveshyment was most dramatic for the third year students Interpersonal skills did not improve beyond the third year class while practice management skills improved as the students had increased clinical exposure The least changed over time was the interdiscishyplinary communication skills category (df = 3x2= 733 plt006) Also variabilshyity of responses within each class seemed to decrease with progression through the program being highest in all categories during the first year In summary students confidence in their ability to self-assess communications skills increased dramatically after the second year of training

During the 1998-1999 academic year 113 surveys were returned from the first year class 131 from the second year class 111 from the third year class and 62 from the fourth year class The large number of students off campus at externships significantly curtailed response rate from the fourth year class There were a number of imporshytant similarities between the data for the two years Most notably confidence among all years was highest for In terpersonal Skills and lowest for Practice Management with Patient Care and Interdisciplinary Communication Skills ranking in between (Figure 1) Also student confishydence in all areas gradually increased

with each successive class that went through the academic programs but the profiles for change within each catshyegory were slightly different than expected from the previous study (Figure 3) One major difference observed was that the first year stushydents seemed to have significantly lower confidence levels in all skills as compared to all of the other years Another profile change was observed in confidence in patient care skills which significantly increased across the professional program (df = 3 IP = 15028 plt00001) however the differshyence between the third and fourth year students was not seen Interpersonal (df = 3 IP = 11342 plt00001) and pracshytice management program (df = 3 n 2 = 11065 plt00001) skills showed signifishycant improvement as was expected for the second and third year classes Lastly and unexpectedly interdisciplishynary skills significantly improved for the second and third year classes with no further improvement in the fourth year (df = 3 IP = 6156 plt00001)

Another informative view of the data was found by examining the overall percentage of positive response (ranking 4 or higher) for each class (Figure 4) For the first administration of the survey the means ranged from 550 plusmn 27 and 546 plusmn 19 for the first and second years respectively to 782 plusmn 19 for the fourth year (df = 3 x2 = 7877 plt00001) This corroborates the

Figure 1 Four-year averages of student confidence scores for the different communication skill categories of both survey administrations ( = significantly different from study year 1997-1998 at p lt 005)

4 = 2

o O

1997-1998 1998-1999

Interpersonal Interdisciplinary Practice Management

Skills

Figure 2 Mean confidence scores of ICO students versus academic rank showing improvement as students advance through the program for 1997-1998 survey administration (a = significantly different from the first year class b = significantly different from the second year class and c = significantly different from the third year class at p lt 005)

W 3

I I 1 Year Class

^ ^ 2nd Year Class

| P ^ 3 Year Class

1 H 4 Year Class

b

a

ab ab

abtC

Interpersonal Interdisciplinary

Skills Practice Management


Figure 3 Mean confidence scores of ICO students versus academic rank showing improvement as students advance through the program for 1998-1999 survey administration ( a = signifshyicantly different from the first year class b = significantly difshyferent from the second yearclass and c = significantly difshyferent from the third year class at p lt 005)

4 -

o o w

o o

I | 1slYear Class

WM 2nd Year Class

Year Class

Year Class g [y

ab ab

abas ab abc



Figure 4 Percent of positive responses (ranked as 4 or higher) versus year in academic program at ICO for both survey administrations ( a = significantly different from the first year class and b = significantly different from the second year class at p lt 005)

100

90

agt a

30 -

20 -

10 -

1997-1998 1998-1999

ab

ab a b

ab

1st Year 2nd Year 3rd Year

Class Years

above statements about the effects of progressively increasing confidence with more advanced rank in the ICO academic program yet also serves to illustrate the modesty of confidence exhibited by the ICO students early in their coursework For the second administration this effect is even more pronounced ranging from 443 plusmn 28 for the first year to 872 plusmn 19 for the fourth year The second year students demonstrated higher levels of confidence than the first year and the third and fourth year students showed higher levels of confidence than the second year (df = 3 IP = 115665 p lt 00001)

Further analysis of these results indicates that the effects of curricular intervention on student confidence scores have been different among the four categories when using the changes expected via normal progression prior to any interventions through the proshygram as a comparison (Figure 5) The category of interpersonal communicashytion skills was least affected by the interventions showing only the improvement expected from more senior classes as they had progressiveshyly seen more patients On the other hand the categories of patient care practice management and interdiscishyplinary communication showed improvement beyond what would be predicted from comparison between third and fourth academic years

Patient Care ngy n9g = 132112 U = the third year Practice management 5879 p = 00058) and practice manage- (n98 n 9 9 = 8662 U = 1805 p = 00008) ment (n97 n9g = 132112 U - 6181 p = continued to show improvement over 0027) showed significant improve- the expected advancement to the ment over expected advancement to fourth year while interdisciplinary

Figure 5 Mean confidence scores of ICO students versus year in academic program combining all skill categories for both survey administrations ( = significantly different than expected from study year 1997 - 1998 at p lt 005)

Patient Care Skills

44

42

40

H

36

34

33 -

30-

-a~ Expected Advancement 1997 -1998 results - raquo - ActualAdvancementi1to2dyea[ - r - Actual Advancement 2nd to a year bull - - Actual Advancement 3 to 4th year

JE j f

if

1 ^ ^ r


Class Year

Interdisciplinary Skills

-amdashExpected Advancement 1997-1BBB Results - bullmdash Actual Advancement l to 2nd year - A mdash Actual Advancement 2 to 3trade year -laquomdash Actual Advancement s to 4m year

Patient Gare Skills

Expected Advancement Actual Advancement 11

Actual Advancement 21 Actual Advancement 3rd

0 2nd year

bull 1

2nd Year 3rd Year 4th Year

Class Year



Class Year

- a - Expected Advancement 1997-1B9B Results mdashbullmdash Actual Advancement 1 to 2 year mdashAmdash Actual Advancement 2a to 3trade year -mdash Actual Advancement 3rd to 4 year

^

Y^X

A


Class Year


Figure 6 Mean scores for survey item that queried perceived ability to self-assess versus academic rank at ICO for 1997-1998 survey administration ( a = significantly different from the first year class and b = significantly different from the second year class at p lt 005)

Figure 7 The mean percentage of survey questions answered versus academic rank at ICO for both survey administrations ( = significantly different from all other classes at p lt 005)

4 -

Sco

re

Confid

enc

1 -

0 -

ab ab

A A

v

W

Iff

i in sectsect

100

80

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Q_ 20

1997-1998 1998-1999

Year Year 2 Year 3

Class Year Year 4 1st Year 2nd Year 3rd Year 4th Year

Class Years

communication skills (n^g n^g = 8662 U = 2099 p = 0026) also showed sigshynificant improvement over what was expected At all other points during the academic program the changes seen in confidence scores for the individual categories reflected only what would be expected from normal progression through the training sequence

Examination of data for the two control indices of the study showed predictable and confirming outcomes The students perceived ability to self-assess (the measure of adequate expeshyrience or knowledge for effective parshyticipation) was examined for each academic year of the first administrashytions (Figure 6) Once again we see relshyatively low confidence scores in the early years of the program with improvement for upper class members (df = 3 IF = 15785 p lt 00001) For this index however improvement was not gradual or steady but showed a proshyfound increase between the confidence scores obtained for the second and third academic years The number of questions answered by each class was tabulated (Figure 7) for both survey administrations It is important to remember that students were instructshyed not to rank a statement at all if they didnt understand its content area Predictably confidence was lowest during the first year and improved during subsequent years of optometric training (df = 3 IF = 1977 p = 00002)

However the improvement for this index occurred primarily between the first and second years of training remaining relatively constant during later years at between 90-100 quesshytions answered The second adminisshytration showed greater student undershystanding (df = 3 IP = 9865 p lt 00001)

Analysis of the data showed one final difference between the two surshyvey administrations The first year class for the second administration demonstrated significantly less confishydence than their previous academic cohorts (Figures 2 3 4 and 7) Indeed they demonstrated signifishycantly less confidence across all cateshygories than any other class participatshying in the survey

Discussion Clearly caution must be taken to

avoid an over-zealous extrapolation for the significance of such data When surveying students at an academic institution about any professionally related subjects is very difficult to reasshysure participants that there are no conshysequences for negative responses Furthermore we are measuring only self-perceptions of ability which may show variable correlation with other more objective measures of ability 17-18

Self-assessment in this area is inherentshyly vulnerable to a number of confoundshying personality experiential and situashy

tional variables yet it is notoriously resistant to change 19 As a matter of fact the data gathered from the index of ability to self-assess during the first administration indicates that a signifishycant percentage of participants felt that they had insufficient experience or knowledge to effectively rate the skill statements This finding raises quesshytions about how well the individual survey items were understood by the rest of the student body and what role individual interpretation of the particishypants played in determining their responses Also for most of the stushydents the second administration essenshytially repeats their exposure to the conshycepts being evaluated by the survey statements This repetition may of itself alter student understanding or confidence Finally another limitation in analysis of this data relates to the fact that thus far only two academic years of information has been collected This makes establishing norms or control data against which to measure future interventions difficult as all institushytions operate within the confounding variables of their own internal and external historical contexts

Having thus laid relevant limitashytions a number of important infershyences can now be made based on the survey data First of all students entering the academic program at ICO exhibit a great deal of ambivashylence about their professional com-


munication skills across all categories Obviously this is not the most fertile soil in which to begin cultivating complex interdependent collegial and clinical skills A specific purposeshyful multi-phasic plan would be helpshyful in targeting and remediating such deficits to minimize their impact on the acquisition of related clinical skills20 Secondly the degree of confishydence expressed for skills within the four categories remained in a relativeshyly fixed order mdash from highest to lowshyest throughout academic progression interpersonal skills patient care pracshytice management and interdisciplishynary skills Logically it seems that student confidence is perhaps higher for the more generalized skills in which their backgrounds may have provided some prior life experience Since there are fewer alternatives for developing mastery in these areas educational priorities should target the more specialized professional skills for development Thirdly as students progress through the acadeshymic program their confidence increases modestly in all communicashytions skill categories

We may draw the conclusion that participation in our academic program does help to significantly improve stushydent confidence in this area but withshyout a control or comparison group folshylowed such an assumption is difficult to prove Unfortunately given the sigshynificant numbers of students who responded either negatively or with ambivalence about their ability to self-assess our institution contains trainees who lack the knowledge or experience to even discuss professional communishycations issues on a basic recognition level Once again life experience (or the lack thereof) may be the culprit Even the most general skill category which was also consistently most highly ranked mdash interpersonal skills mdash yielded only a very moderate degree of confidence for students in the final year of the academic program The other categories fared significantly worse and complicating the situation is the fact that the perceived deficits are not equal across all skill categories This finding supports a lesson from educators in the field that professional communication is not a single skill but a complex group of skills composed of many task-specific abilities18 These individual abilities develop at varying rates through specialized intervenshytions negating any attempt at a shotshygun approach

Interpretation of results from the second survey administration helped us to identify some striking consistenshycies which may provide important guidelines As was previously true all categories showed moderate improveshyment with increasing academic rank in the institutional program Again the relative ranking of student confidence in the four skill categories remained static throughout the academic proshygram and was the same for both administrations

However it is the differences between the data collected for the two survey administrations that may yield important information about the effectiveness of our curricular intershyventions During the second year of administration fourth year students showed significantly greater confishydence over the previous years cohort in all categories Furthermore this improvement represented a slightly greater departure from the normal increase expected by academic proshygression alone in the categories of patient care interpersonal skills and interdisciplinary communication This slightly increased level of confishydence may be due to the expanded clinical exposure initiated during the third year of the 1998-1999 academic year Whether or not the seminar course instituted during the second academic year had any significant effect or whether its effect had yet to be realized until clinical application is difficult to say Caution must again be interjected in interpretation as only two years of data are being comshypared and the results may be influshyenced by individual variations within the cross-sections of students or by other confounding variables

The improvement which may be attributed to our interventions is of a magnitude that leaves room for signifshyicant improvement This should come as no great surprise given what the literature and experts in the field say about the process of skill acquisition in the area of professional communishycation First of all training cannot be accomplished effectively through a single curriculum intervention but must be repeated at several junctures of academic progression to ensure retention of knowledge acquisition of new skills and unlearning of previshyous nonproductive habits Such behavioral change is a process not a one-time episode Second education in the discipline of communication needs to be multi-modal including an

array of activities to highlight the intellectual motivational and experishyential realms of learning Frequently small group interactions are necessary to provide intimate practice and disshycussion in activities such as role-playshying problem-solving and interpershysonal debate2 Adequate time must be allowed for the sequence of applicashytion feedback and enhancement in what is perceived as a psychologically safe space15-21 Third the interventions in this area must be sufficiently multi-faceted to allow for titration of effort in different categories of skill at differshyent points in the four-year academic curriculum1920-22 This is necessary for achieving a synergistic relationship between the content (knowledge technical skills etc) and the process (communication empathy skills etc) components of optometric education If students are either over-challenged or under-stimulated in either composhynent this is not accomplished For example in teaching patient educashytion skills if students do not themshyselves clearly understand the clinical entities that they are explaining they are overwhelmed by the task and conshyfusion ensues Likewise incessant repshyetition of the core conditions necesshysary to initiate learning without integration of their prior clinical learnshying may seem trite or irrelevant Finally while the importance of a core curriculum in optometric education has been recognized in recent years we must also remember that flexibilishyty can be an important educational tool 23 As the survey responses from the 1998-1999 first year class illustratshyed during any given academic year the characteristics of both the applishycant pool and the resultant entering freshman class can be very different We cant always count on having the same prior training personalities or life experiences with which to work

Returning to our prior discussion of the demands our students will face as practitioners and the critical nature of communication skills to success in their profession we must ask ourselves some vital questions As optometric educators can we really afford to gradshyuate healthcare professionals who canshynot express strong confidence in their abilities to communicate with others Additionally given the critical role that communication skills play in efficacy of todays healthcare professionals do our academic curricula allow for suffishycient attention to training in this area24

In recent years our counterparts at


many medical schools have answered this question with disheartening results1425 It would be prudent at this juncture for us to perform a similar exercise with our own programs

As investigators it is our hope that the results of this survey will help alert fellow optometric educators to the challenges and the successes that abound in mentoring future healthshycare professionals who are both techshynically and interpersonally confident Our current program at ICO while showing some success in this mission still has a long way to go to develop a more effective strategy Likewise as researchers in this area we realize that our survey project has much work ahead We have just begun the longitudinal investigation of student self-perceptions concerning the geneshysis of their professional communicashytion skills during enrollment How well these self-assessments correlate with other measures of success has yet to be seen Other valuable sources of information about this topic -attending faculty and participating patients - have yet to be queried It is our hope to begin gathering informashytion from those constituencies during the next academic year Analysis of such data has much to teach us not only about the specific skills being studied but also about the role of pershyception in their assessment This remains for future endeavors and what will ultimately become an ongoshying program of continued evaluation

References 1 Monahan D Grover P Kavey R et al

Evaluation of a Communication Skills Course For Second-Year Medical Students J Med Educ 1988 63372-378

2 Wells K Benson MHoff P A Model for Teaching The Brief Psychosocial Interview J Med Educ 1985 60181-188

3 Ettinger E Building Patient Compliance Practical Optometry 1996 7(1) 19-22

4 Pichert J Miller C Hollo A et al What Health Professionals Can Do to Identify and Resolve Patient Dissatisfaction Jt Comm J Qual Imrpov 1998 24(6) 303-312

5 Barber A Communication Speaking and listening skills Behav Aspects Vis Care 2000 41(1) 24-29

6 Beckman H Markakis K Suchman AFrankel R The Doctor-Patient Relationship and Malpractice Lessons From Plantiff Depositions Arch Intern Med 1994 1541365-1370

7 Vincent C Young MPhillips A Why do peoshyple sue doctors A Study of Patients and Relatives Talking Legal Action The Lancet 1997 3431609-1613

8 Thompson B Lovie-Kitchin J Interpersonal Skills Training for Optometry Students What Should be Taught J Optom Educ 1988 13(3) 84-88

9 Werner D Soroka MPerry C Standards of care JAOA 1991 62(11) 824-827

10 Klein S Klein R Delivering bad news the most challenging task in patient education JAOA 1987 58(8) 660-663

11 Larkin G Ethical issues of managed care Emerg Med Clin North Am 1999 17(2) 397-415

12 Stone T Mantese A Conflicting values and the patient-provider relationship in managed care J Health Care Finance 1999 26(1) 48-62

13 Ivey A Intentional interviewing and coun-selingCole 1994

14 Davies S Davies TRutledge C The Doctor the Patient A First-year Course for Personal and Professional Growth J Fam Med 1995 27444-448

15 Knox J Bouchier I Communication skills teaching learning and assessment J Med Educ 1985 19285-289

16 Russel I Hendricson WHerbert R Effects of lecture information density on medical stushydent achievement J Med Educ 1984 59881-888

17 Gordon M A review of the validity and accuracy of self-assessments in health proshyfessions training Acad Med 1991 66(12) 762-769

18 May-Smith M Gordon V Dugan AField S Patient participants in a physical drug course a study of motivations and sequences with a comparison to student and faculty perceptions Teaching and Learning in Medicine 1992 4214-217

19 Bowman F Goldberg D Miller TGask L Improving the skills of established general practitioners the long-term benefit of group teaching Med Educ 1992 2663-68

20 Branch W Arky R Woo B et al Teaching medicine as a human experience a doctor-patient relationship course for faculty and first-year medical student Ann Intern Med 1991 114(6) 482-489

21 Jason-Taler R Fanbaun SMcGuire G Teaching skills in communication to medshyical students Med Educ 1981 15337-37

22 Van Dalen J Zuidweg JCollet J The curricushylum of communication skills teaching at Maastricht Medical School Med Educ 1989 2355-61

23 Freddo T Education for entry level compeshytency teaching strategies Optom Vis Sci 1994 71(2) 91-93

24 Howard L D E Communication skills for optometrists Ophthal Physiol Opt 1998 18S14-20

25 Kahn G Cohen BJason H The teaching of interpersonal skills in US medical schools J Med Educ 1979 5429-35

Appendix 1 Communication Skills Survey

Instruction Sheet

bull The primary purpose of this survey is to assist in the development of a maximally effective curriculum for the Interpersonal Skills Course To this end both ICO clinical faculty and students are being surveyed about their perceptions of student communications skills

bull A second purpose for this survey is to assess the impact of the Interpersonal Skills Course by using a follow-up administration a year after completion of the course This will be given to both the students completing the course and all clinical faculty of ICO

bull The data gathered from this project may also be published as part of an educational research project

bull This particular version is designed to be completed by ICO clinical students

bull Participation in this endeavor while greatly appreciated is strictly voluntary there are no administrative or disciplinary consequences for failure to do so

bull Information garnered from this project is strictly confidential Neither administration nor principal investigators have access to the identities of individual participants

By completing this survey you are agreeing to participate voluntarily in this research project


bull Participants are directed to use a four-digit identification number of their choosing It is important that individuals are able to assess this identification number at a later date for the process of resurvey so a personally meaningful number is recommended

bull Students are asked to rank their relative agreement with each statement according to their current perceptions

bull When participants have either no opinion or inadequate experience to rank a particular statement they are requested to leave that item unanswered

bull Upon completion of the survey participants may return both survey and answer sheet to my mailbox in Academic Support as well as to Dr Cornick personally

bull The requested timeline for completion of the survey is no later than one week after receiving it

bull Any questions can be directed to me personally (Ext7314) or to Michele Cornick (Ext7306) or via my mailbox

Thank you for your assistance

Sanford M Gross OD and Michele L Cornick OD

Appendix 2 Communication Skills Opinion Survey

Please read the following statements and rank them according to their agreement with your present attitudes Use the following scale A = Strongly Agree

B = Agree C = Uncertain D = Disagree E = Strongly Disagree

1 I am able to discuss controversial health - related topics with patients such as drug use sexual history AIDS diagnosis etc

2 I am able to effectively communicate case presentations and dispositions (diagnosistreatment options) with clinical faculty

3 I am able to professionally manage hostile or angry patients

4 I am able to detect and address patient non-compliance with optometric treatment plans

5 I am able to question and proactively explore negative feedback from clinical faculty or patients

6 I am able to communicate appropriately and effectively with healthcare professionals from other disciplines or specialty areas

7 I am able to discern remediate and monitor patient confusion about their ocular diagnoses or the treatments

8 I am able to maintain the intentional direction of an optometric exam when a patient is confused or inattentive

9 I am able to effectively communicate with patients who are very anxious or worried

10 I am able to express relevant patient emotions or attitudes during clinical encounters

11 I possess sufficient understanding of patient confidentiality ethics to avoid violation even during complex clinical interactions

12 I am able to effectively manage withdrawn or non-participatory patients during optometric exams

13 I am able to appropriately deliver bad news andor negative feedback in professional relationships

14 I am able to effectively utilize nonverbal communication cues during patient staff or faculty encounters


15 I am able to address complex healthcare issues with patients representing diverse cultural ethnicities and lifestyles

16 I am able to identify and effectively manage my personal biases during professional communications

17 I am able to educate and advise patients from a diverse array of educational backgrounds

18 I am able to communicate with support personnel in a professional setting for the purposes of supervision and mentoring

19 I am able to confidently and ethically discuss my professional abilities background with a variety of potentially interested parties (employers contractors patients e tc )

20 I am able to utilize communication skills to manage a broad array of optometric cases in a time - efficient manner

21 I am able to engage and communicate effectively with patients representing a broad spectrum of age ranges

22 I am able to effectively involve legal guardians parents caregivers or other family members in the management of patients (while maintaining patient dignity and confidentiality)

23 I am able to conduct my doctorpatient relationships according to established healthcare ethics

24 I am able to openly communicate (in the optometric setting) about financial arrangements while upholding my professional ethics

25 I am able to address large audiences about professionally related topics

26 I am able to communicate a genuine concern for a wide variety of patients

27 I am able to communicate effectively in writing with a wide variety of people (from laypersons to other professionals)

28 I am able to clearly state my professional priorities or concerns to a wide variety of healthcare participants (patients employers healthcare networks e tc )

29 I am able to adjust my instruction sets during optometric testing to match patients abilities

30 I am able to organize my interview time with patients and to clearly communicate this structure to them

31 I am able to actively encourage patients to share their thoughts feelings and perceptions with me

32 I am able to engineer the environment of a clinical interview in order to facilitate patient comfort

33 I am able to delineate and explore patient hopes or expectations of their clinical visit

34 I am able to periodically check in with patients to verify comfort and understanding during clinical interviews

35 I am able to negotiate between patient expectations and my own when dissonance occurs

36 I am able to share with peersmentors clinical weaknesses or strengths for the purpose of improvement

37 I am able to network with a broad array of professional peers

38 I am able to balance my goals for financial achievement with my obligations as a doctor

39 I am able to appropriately document my professional services for compliance with external regulatory agencies (ie Medicare state boards)

40 I am able to appropriately document my professional services for medico-legal purposes

41 My present knowledge andor experience base concerning professional communication skills is adequate to rate the above statements

= Included in the 1997 -1998 survey only


Primary and Secondary Selection Tools in an Optometry Admission Process Marlee M Spafford OD MSc PhD FAAO

Abstract This five-year study of the

University of Waterloo School of Optometry identified its primary and secondary selection tools by comparing performances of candishydates receiving the last 10 offers in each class with three equal-sized groups initial offers contingency refusals and academically competishytive refusals Five selection tools were considered in the Wilcoxon 2-Sample Test comparisons Primary tools (ie university grades OAT) were used to rank candidates and influence the majority of admission decisions When primary tools no longer differentiated candidates there was an increase in the emphashysis placed on secondary tools (ie interview autobiographic sketch prerequisite completion)

Key words selection tools proshyfessional gatekeeping optometric education

Dr Spafford is the clinic director and associate professor at the University of Waterloo School of Optometry

North American surveys of optometric1 dental2 and medical35 programs show that similar student selecshy

tion tools are commonly used and heavily weighted On average optomshyetry admission committees rely mostly on the grade-point average (GPA) folshylowed by the Optometry Admission Test (OAT) the interview and refershyences1 Medical admission committees typically use the same types of selecshytion tools but they place relatively more emphasis on the interview and less on the Medical College Admission Test (MCAT)3-5 Dental admission comshymittees rank the interview as imporshytant although less so than academic measures such as the GPA2

The emphasis on academic perforshymance during the selection process is particularly evident when the program is over-subscribed6 Attrition is expenshysive and admission committees try to select candidates who will survive the intellectual rigors of the program Academic measures are assumed to be reasonable indicators of this potential In addition a measurement considered objective (eg OAT) is assumed to be more reliable and valid than one that is labeled subjective (eg interview) These perceptions have not been markedly swayed by research that has questioned the objectivity of objecshy

tive academic measures78 Similarly the ability to improve interview reliashybility and validity has not markedly changed its image as a subjective tool with limited validity945

It is difficult to quantify the weight of selection tools beyond a relative importance because few admission committees assign fixed weights to the tools At most 25 of optometric and medical admission committees fix the weight of their interview across candidates15 Admission varishyables with unfixed weight can comshypromise the integrity of an admission process16 whose validity may be limshyited by unintended biases built into selection tools101417-23

Normally admission committees want to fill their classes with the best students therefore the general order of offers reflects the strength of the applications Admission commitshytees which make their admission decishysions at one point in the year have the opportunity to rank the entire applishycant pool from best to worst using one or more agreed upon primary selection tools The ranking allows the committee to proceed systematically through the applicant pool offering places to those with the best perforshymances in the primary tools and satisshyfactory performances in the remaining tools This process continues until the primary tools fail to differentiate the applicants (eg many applicants show similar performances in the primary selection tools) The committee memshybers then place more emphasis on other (ie secondary) selection tools

One way of demarcating primary and secondary selection tools is to comshypare the admission variable perforshymances of candidates receiving the inishytial decisions with those receiving the final decisions In a ranked applicant pool one expects that primary selection tool performance would be notably if not significantly higher for first offers than final offers while there would be no significant difference between final offers and competitive refusals (ie those seriously considered) By conshytrast secondary selection tool perforshymance would differentiate final offers from competitive refusals Remaining selection tools that did not significantly differentiate offers from competitive refusals could be considered largely non-consequential to decision-making

In this study I set out to identify the primary and secondary selection tools in an optometry admission process I compared admission variable perfor-


mances of candidates receiving the last 10 offers in an optometry class (LAST) with the performances of three other equal-sized groups of candidates who experienced different admission outshycomes 1) first offers (FIRST) 2) continshygency (ie waiting list) refusals (CONT) and 3) refusals with the same university overall mean as the last offers (REF) Based on past studies of the admission interview16 and my 12 years as an admission officer at the University of Waterloo School of Optometry (UWSO) I hypothesized that the primashyry selection tools were academic grades (ie GPA OAT) and the secondary selection tools were prerequisite comshypletion and the interview This study was part of a 1996 investigation17 of optometry admission interviews

Case Study Setting Since 1967 the University of

Waterloo School of Optometry (UWSO) has provided one of only two Doctor of Optometry programs in Canada The applicant pools for the two programs are almost completely separate in large part due to a differshyence in the language of instruction which is English at the UWSO and French at the Universite de Montreal Ecole dOptometrie UWSO admission decisions are made by an 11-member Admission Committee that has faculty administrator practitioner and student representation Sixty candidates are admitted annually to the UWSO The Admission Committee considers unishyversity background and transcript pershyformance the OAT scores three refershyences an autobiographic sketch an essay and an interview when possible

Academic performance is judged using the university transcript and the OAT scores In evaluating the university background attention is paid to the applicants degree program (eg BSc) plus two types of pre-requisites required (biology physics chemistry calculus psychology) and recommendshyed (organic chemistry biochemistry human embryology human histology microbiology physical optics and statisshytics) Four academic scores are derived from the university transcripts a preshyrequisite mean the yearly means the median score and the overall mean The latter two measures are derived from the years registered in a Science proshygram These calculations are expressed in percentages The specific transcript calculations have been published17-24

The UWSO Admission Committee has

considered the Optometry Admission Test scores since 1990 The OAT is scored from a low of 200 to a high of 400 The Committee focuses on the Total Science Score and notes any OAT comshyponent score below 300

Interviews have been part of the UWSO admission process since 1972 Approximately 60 of the applicants are interviewed The decision to intershyview a candidate is based on academic performance and geographical locashytion61724 The vast majority of those who receive an offer of admission have been interviewed (eg 947 between 1992 and 1996) Interviewers are UWSO full-time faculty members who are schedshyuled into the interviews by their availshyability All faculty members are asked to interview Faculty members receive no formal training in interviewing techshyniques The interview is a 30-minute semi-structured interview with a 2-member panel interview team that has no access to the candidates application Each interviewer provides one of five overall interview scores 10152025 or 30 where 10 is strongest 20 is avershyage and 30 is weakest

Since 1988 four component scores have been assigned by reviewing the candidates autobiographic sketch awards (academic and non-academic) work experience and special skills volunteer work and extracurricular activities The admission office pershysonnel score each component as 12 or 3 where 1 is strongest and 3 is weakshyest The personnel (the two admission officers and the admission administrashytor) score the autobiographic sketch based only on the data contained in it

Although no fixed weight is assigned to UWSO selection tools past studies617 have shown that admission decisions depend most on the undershygraduate transcript performance with the OAT scores interview scores and autobiographic scores being respecshytively the second third and fourth most influential admission variables The relative importance of the top three UWSO selection tools is typical of other North American optometry admission committees1 The UWSO Admission Committee makes its decisions from a ranked database that includes all canshydidates and their performance on each selection tool The candidates are ordered on the spreadsheet by their academic ranking such that the highest academic performer is at the top In decreasing order of importance candishydates are ranked by three university transcript measures (median score

overall mean then pre-requisite mean) followed by the OAT score The Admission Committee moves down the spreadsheet when making its decishysions therefore it is expected that early offers in the meeting will go to candishydates with the highest academic proshyfiles The distribution of academic achievement across the typical UWSO applicant pool is such that there are relshyatively few outstanding academic achievers many strong academic achievers and relatively few inferior academic achievers With a 61 applishycant to place ratio some of the toughest decisions are made towards the end of the admission meeting where there tends to be an academically homogeshynous pool of competitive applicants (see Figure 1)

UWSO admission decisions were made over two meetings at the time of this study During the first meeting a small number of offers and refusals were decided by considering only applicants who already attended the University of Waterloo (UW) This meeting was possible because UW transcripts arrived first and the UWSO wished to offer exceptional UW candishydates early (by one month) notificashytion of admission The second (main) meeting considered all remaining apphcants Candidates received one of three admission decisions during the main meeting offer contingency or refusal Contingency status is a special type of refusal that can convert to an offer if one of the initial offers is declined Most UWSO offers are accepted therefore only a few candishydates are placed on the contingency list (typically 10) Further descriptions of the UWSO admission process can be found in other published studies61724

Methodology For the purposes of this study

UWSO admission data for the years 1992 to 1996 inclusive were tabulatshyed Data analysis was limited to the main admission meeting in part because the applicants considered were not limited to UW applicants Also applicants considered at the main meeting comprised the majority of the applicant pool (-88) Most importantly however examining the decisions in a single meeting allowed me to look for changes in the emphashysis placed on selection tools For each of the five admission years four equal-sized groups were identified FIRST LAST CONT and REF The


Figure 1 The distribution of UWSO applicants by their Median Score () is shown for the combined years 1992 to 1996 The UWSO Admission Committee makes its decishysions by working off a spreadsheet on which applicants are ordered by their acashydemic performance The Median Score (MS) is the number one ranking UWSO selection tool The Committee begins the admission meeting at the top of the spreadsheet and works its way down (illustrated by the labeled arrow) mere are relatively few candidates with grades above 90 or below 70 As the Committee reaches the last few offers in a class it encounters a subset of the applicant pool that is academically homogenous (MS~80) The denotes the approximate subshyset of the applicant pool likely being considered for the last offers in the class

Distribution of Grades (1992 to 1996)

120

CO c ctf o

pli

Q lt Hmdash

o 6 z

100

80

60

40

20

0 95 90 85 80 75 70 65 60 55 50

Median Score ()

FIRST group represented the first 10 applicants receiving an offer in the main meeting The LAST group included the last 10 applicants receivshying an offer The CONT group represhysented 10 refused applicants who were placed on the contingency list The REF group contained 10 refused applicants randomly picked from the pool that included only those with the same university overall mean as the LAST group while excluding those in the CONT group The Admission Committee had seriously considered members of the REF group

Prior to combining the yearly data one-way analysis of variance (ANOVA) and chi-squared tests were performed to test for yearly differshyences in several demographic and acashydemic variables The null hypothesis (Ho) which was tested in each case was that no yearly difference existed The alpha level for significance was set at 001 No significant yearly differshyences were found These results have been reported elsewhere1718 As a result of this analysis it was possible

to combine the five years of data such that the n value for each group was 50

The LAST group was compared with each of the three other groups (FIRST CONT REF) using the Wilcoxon 2-Sample Test and a 001 alpha significance level Five indeshypendent admission variables were considered in the group comparisons 1) the overall universitycollege transhyscript mean (OM) 2) the number of 7 recommended prerequisites completshyed (PRE) 3) the OAT Total Science score (OAT) 4) the mean interview score (MIS) and 5) the autobiographshyic sketch score (ABS) It should be noted that UWSO Admission Committee members were able to view the two interview scores and four autobiographic sketch composhynent scores of each candidate when making their decisions For this study however the mean of the interview scores and the sum of the autobioshygraphic sketch component scores were determined for each candidate

Testing for LAST-FIRST group difshyferences allowed me to ascertain the identity of the primary selection tool(s)

Testing for LAST-CONT and LAST-REF group differences provided an opportunity to identify the secondary selection tools which made the differshyence between an offer and a refusal in a part of the applicant pool that tended to be academically homogenous

The study received approval from the UWSO Director the Ethical Review Committee at the Ontario Institute for Studies in Education of the University of Toronto (OISEUT) and the Human Research Ethics Committee at the UW Office of Human Research and Animal Care

Results Table 1 shows the 5-year group

means for the 5 selection tools Table 2 shows three group comparisons using the Wilcoxon 2-Sample Test 1) LAST versus FIRST 2) LAST versus CONT and 3) LAST versus REF Applicants receiving the last 10offers in a class demonstrated significantly lower unishyversity transcript means and OAT scores yet significantly more completed recommended prerequisites than the applicants receiving the first 10 offers

There was a tendency for the CONT group to obtain poorer results than the LAST group on four of the five selection tools (all but MIS) however none of the differences were significant (p gt 005) The LAST group demonstrated signifshyicantly better interview scores more completed recommended prerequishysites and better autobiographic sketch scores than the REF group

Discussion This study of the UWSO admission

process identifies the university transhyscript and the OAT as its primary selection tools and prerequisite comshypletion the interview and the autobishyographic sketch as its secondary selection tools

The identification of university transcript performance as a UWSO primary selection tool was expected in view of the academically ranked canshydidate spreadsheet This finding is supported by an earlier UWSO study in which class membership congruity was over 86 between the class admitted in 1991 and a hypothetical class selected from the same applicant pool while considering only the top sixty university transcript perforshymances6 In other words at least 52 of the actual 60 candidates admitted that year would still have been selected if


Table 1 Group Means of Five Selection Tools 1992 to 1996

VARIABLE FIRST LAST CONT REF Overall Mean (OM) (Possible Min to Max 0 to 100)

No of Recommended Prerequisites Completed (PRE) (Possible Min to Max CHo 7) Optometry Admission Test (OAT) Score (Possible Min to Max 200 to 400)

Mean Interview Score (MIS) (Possible Min to Max 30 to 10) Autobiographic Sketch Score (ABS) (Possible Min to Max 12 to 4)

895

38

376

177

70

809

66

363

155

68

806

63

356

155

71

809

36

357

188

74

Table 2 Comparison of LAST Group with FIRST CONT amp REF Groups

Wilcoxon 2-Sample Test (oc=001) VARIABLE LAST-FIRST LAST-CONT LAST-REF

ZjjF) Value p Value Z(DF) Value p Value Zrjp) Value p Value

Overall Mean (OM)

No of Recommended Prerequisites Completed (PRE)

Optometry Admission Test (OAT) Score

Mean Interview Score (MIS)

Autobiographic Sketch Score (ABS)

NB Bold p value = statistically significant

z ( l ) =

Z(D = Z(D = Z(D = Z(D =

= 851

= 589

-314

-219

-062

000

000

000

003

053

z ( l ) =

Z(D =

z ( i ) = Z(D = Z(D =

= 180

= 098

= 177

-028

-190

007

033

008

078

006

Z ( D

z ( i ) = Z(D =

Z(D = z ( l ) =

= 014

= 608

= 074

-249

-297

089

000

046

001

000

only their university transcripts had been considered Barring poor perforshymance on secondary selection tools the key to an offer is achieving top grades on primary selection tools When a program is over-subscribed the admission committee is more likeshyly to place substantial weight on varishyables such as the GPA in part because of its face validity and in part because of its presumed defensible status in legal challenges It is important to note that the confidence admission commitshytees have in GPA-type measures may be somewhat misplaced Academic performance is less predictive of clinishycal performance as healthcare students progress through the program and enter clinical practice2529

The LAST-FIRST group differences confirmed the OAT as the other UWSO primary selection tool The Total Science OAT score reflects knowledge in biology general chemshyistry organic chemistry and physics UWSO required prerequisites covered this material except for organic chemshyistry which was a recommended preshy

requisite taken by the vast majority of UWSO candidates (-92 between 1992 and 1996) The relative weight placed on OAT performance tended to be lower than university transcript performance In 1991 38 (633) of the actual 60 candidates admitted would have been selected if only their OAT scores had been considered6

The FIRST group did not out-pershyform the LAST group on all academic factors Candidates receiving the first offers of admission had completed significantly fewer of the recommendshyed prerequisites than those receiving the last offers The UWSO admission literature30 available at the time to canshydidates indicated that the recomshymended prerequisites were imporshytant applicants are strongly advised to successfully complete as many of the recommended prerequishysites as are available at their institushytion (p 6) My experiences in the UWSO admission meetings since 1985 however strongly suggested that candidates with outstanding grades were forgiven for having

completed fewer recommended preshyrequisites as long as the course work was still predominantly science-focused It was assumed that these candidates could catch-up on the science knowledge they lacked Later in the meeting when many candishydates demonstrated lower though still impressive academic performances the Admission Committee became more insistent on the completion of the majority of the recommended preshyrequisites The lack of emphasis on recommended prerequisite compleshytion among initial offers demonstrates that high academic grades greatly influenced the committee members

Although candidates receiving the last 10 offers had generally better interview and autobiographic scores than those receiving the first 10 offers these LAST-FIRST differences were not significant In a past study6 the relative weight of interview scores in UWSO admission decisions was shown to be lower than for academic measures Thirty-five (583) of 60 actual UWSO candidates admitted in


1991 would have become members of the class if only the top interview scores had been considered The relashytively lower weight placed on the interview and autobiographic sketch scores seemed to arise from concerns about their reliability and validity17

The sometimes-illusory precision of academic grades creates a confidence not engendered by subjective ratings of personal statements and accomshyplishments

Although the CONT group genershyally did not perform as well as the LAST group the differences were not significant The similarity in perforshymance between the LAST and CONT groups was expected because placeshyment on the contingency list reflects the Admission Committees confishydence in a candidate despite the lack of available places Contingency stashytus means the Committee believes the candidate is good enough to be in the optometry class if another candishydate declines hisher offer

The LAST-REF significant group differences identified the secondary selection tools pre-requisite compleshytion the interview and the autobioshygraphic sketch Thus the perforshymances in these three selection tools made the difference in receiving a final offer or a refusal at the end of the admission meeting when the candishydates under consideration appeared academically homogenous The autoshybiographic sketch tool had not been predicted to be a secondary selection tool My expectation regarding the autobiographic sketch was influenced by the Admission Committees relashytively shorter experience with this selection tool (about 10 years) than other non-academic selection tools (over 25 years) In addition numerous Admission Committee members had commented about their uncertainty regarding the reliability of the stateshyments found within the autobiographshyic sketch In fact these concerns influshyenced the admission officers to require applicants in the last three years to provide when possible written docushymentation of their accomplishments

Program administrators who have studied their admission process can comfortably place more weight on certain tools in particular situations Ideally if this is done that informashytion should be disseminated to all participants including faculty and applicants An open admission process is one whose goals are more likely to be understood by the particishy

pants17 A clarification of intent can lead to a reduction in stress among the participants1719 Powis31 supports an admission process that has been conceived from careful planning and rigorous study Many healthcare admission committees employ selecshytion tools because of perceived yet untested relative validity1-5 In fact the rationale for including some admisshysion variables in the selection process may be the result more of historical presence rather than cogent study32

Many program administrators have yet to identify whether their selecshytion tools are being used to select or exclude their candidates517

There are a handful of studies1-6-17 192433-38 t n a j - p r o v j d e Some description of optometry admission variables The future of optometry depends in part on such studies because admisshysion committee members are the gateshykeepers to the profession Admission to healthcare programs tends to be commensurate with entry into the profession39-40 UWSO administrators have the opportunity to consider furshyther studies of their admission process in order to determine whether the continued use of selection tools with unfixed weightings is beneficial to the UWSO admission process A potential follow-up study to this one is to compare the academic and clinishycal performance in the optometry proshygram of the FIRST group with that of the LAST group In view of past studshyies of UWSO admission tool validishyty1724 one could predict two outcomes During the optometry program the FIRST group will perform significantshyly better academically than the LAST group In contrast the non-academic selection tools will not differentiate the two groups The selection tool that has not been investigated to date is the validity of prerequisite compleshytion Another study of interest would be to interview admission committee members regarding their perceptions of selection tool emphasis

The applicability of this case study to other sites should consider that the UWSO Admission Committee makes all admission decisions after processshying and ranking a stable applicant pool whereas many optometry admission committees apply a rolling admission process to a dynamic applicant pool Other sites should also consider whether they face additional adminisshytrative or poUtical pressures to fill the class as may occur in the case of under-subscribed programs31

Conclusions At the UWSO the university overshy

all mean (GPA-equivalent) and the OAT were the primary selection tools while prerequisite completion the interview and the autobiographic sketch acted as secondary selection tools once the primary tools failed to differentiate candidates

Acknowledgments This study was supported by a

Canadian Optometric Education Trust Fund grant Amy Bakelaar (UWSO student) entered the data Erin Harvey (University of Waterloo) provided statistical support

References 1 Spafford MM Optometry admission intershy

viewing practices in Canada and United States Optom Vis Sci 199572589-97

2 Myslinski NR Jeffrey R The dental admisshysions interview College and University 198560160-79

3 Puryear JB Lewis LA Description of the interview process in selecting students for admission to US medical schools J Med Educ 198156881-5

4 Wilier B Keill S Isada C Survey of US and Canadian medical schools on admissions and psychiatrically at-risk students J Med Educ 198459928-36

5 Johnson EK Edwards JC Current practices in admission interviews at US medical schools Acad Med 199166408-12

6 Spafford MM Quantifying an optometry programmes use of academic variables and interview data in its admission decisions Can J Optom 19945685-93

7 Norman GR Van Der Vleuten CPM De Graaff E Pitfalls in the pursuit of objectivishyty issues of validity efficiency and accept-ablility Med Educ 199125119-26

8 Van Der Vleuten CPM Norman GR De Graaff E Pitfalls in the pursuit of objectivity issues of reliability Med Educ 199125110-8

9 Conway JM Jako RA Goodman DF A meta-analysis of interrater and internal conshysistency reliability of selection interviews J Appl Psych 199580(5)565-79

10 McDaniel MA Whetzel DL Schmidt FL Maurer SD The validity of employment intershyviews A comprehensive review and metashyanalysis J Appl Psych 199479(4)599-616

11 Wiesner WN Cronshaw SF The moderating impact of interview format and degree of structure on the validity of the employment interview J Occup Psych 198861275-90

12 Fay CH Latham GP Effect of training and rating scales on rating errors Person Psych 198235105-16

13 Howard JL Ferris GR The employment interview context Social and situational influences on interviewer decisions J Appl Social Psych 199626(2)112-36

14 Edwards JC Johnson EK Molidor JB The interview in the admission process Acad Med 199065167-77

15 Maurer SD Fay C Effect of situational intershyviews conventional structured interviews and training on interview rating agreement


31 Powis DA Selecting medical students Med Educ 199428443-69

32 Poorman DH Medical school applicant A study of the admission interview Journal of the Kansas Med Soc 197576298-308

33 Bailey JE Voorhees LI Hanlon S Forecasting optometry grade point average Am J Optom Physiol Opt 198360(5)399-404

34 Kegel-Flom P Predicting optometry grades from the OCAT and preoptometry grades Am J Optom Physiol Opt 197451(6)419-24

35 Kegel-Flom P Predicting unexpected achievement in optometry school Am J Optom Physiol Opt 197451775-81

36 Kegel-Flom P Personality test measures in optometry school admissions Am J Optom Physiol Opt 198461(3)210-7

37 Kegel-Flom P Predicting optometry school grades from intellectual and nonintellectual admission variables Am J Optom Physiol Opt 198562(12)901-7

38 Ong J Marchbanks RL Validity of selected academic and non-academic predictors of optometry grades Am J Optom Arch Am Acad Optom 197350583-8

39 Johnson DG Physicians in the making San Francisco Jossey-Bass 1983

40 McGaghie WC Liberal education and medshyical school admission J Gen Internal Med 19872361-3

Call for Papers

OptOITietnC E d u c a t i o n a quarterly peer reviewed journal is the only publication specific to optometric education It publishes educational research and other timely informative material relative to optometric education and

professional health education

Papers should be sent as attachments to porourkeoptedorg

Publication guidelines are available at www opted org

For further information contact Roger Wilson OD Editor

wilsonrne-optometrycdu

or Patricia ORourke Managing Editor

(301)231-5944

An experimental analysis Person Psych 198841329-45

16 Clayton O Jr Baird AC Levinson RM Subjective decision making in medical school admissions Potentials for discrimishynation Sex Roles 198410527-32

17 Spafford MM Optometry admission intershyviews A case study of participant expectashytions and experiences [Doctoral] Toronto Ontario Institute for Studies in Education of the University of Toronto 1998

18 Spafford MM Beal PIA Interview expectashytions and experiences of women and men applying to an optometry program Optom Vis Sci 199976500-10

19 Spafford MM Interview expectations and experiences of optometry applicants and interviewers Optom Vis Sci 2000 77(3) 125-134

20 Arvey RD Unfair discrimination in the employment interview Legal and psychologshyical aspects Psychol Bull 197986(4)736-65

21 Arvey RD Campion JE The employment interview A summary and review of recent research Person Psych 198235281-322

22 Powis DA Neame RLB Bristow T Murphy LB The objective structured interview for medical student selection Brit Med J 1988296765-8

23 Spafford MM The professional school admission interview A review of the literashyture Journal of Optom Educ 19931912-7

24 Spafford MM Admission and optometry grade comparisons among students receivshying different types of admission interviews Optom Vis Sci 19947147-52

25 George JM Young D Metz EN Evaluating selected internship candidates and their subsequent performances Acad Med 198964480-2

26 Gough HG Hall WB The prediction of acashydemic and clinical performance in medical school Res Higher Educ 19753301-14

27 Murden R Galloway GM Reid JC Colwill JM Academic and personal predictors of clinical success in medical school J Med Educ 197853711-9

28 Tarico VS Altmaier EM Smith WL Franken EA Berbaum KS Development and validashytion of an accomplishment interview for radishyology residents J Med Educ 198661845-7

29 Walker JD Killip DE Fuller JL The signifishycance of the admission interview in predictshying students performance in dental school J Med Educ 198560569-71

30 School of Optometry Doctor of Optometry Program Waterloo University of Waterloo 1996


Conclusions The Internet is fast becoming a

major teaching and learning resource for the initial education of the optometry student and the conshytinuing education of the practicing optometrist This paper attempts to provide a common source for preshysentation of optometric information by the educators of our profession

References 1 Morgan MK Irby DM Evaluating clinical j

competence in the health professions St j Louis The CV Mosby Company 1978xii preface

I 1

Table 1 Educational Institutions

Nova Southeastern University (httpwwwnovaeducwiscentershpdoptometry) Faculty Webpages (httpwwwnovaeducwiscentershpdoptometryfacwebpageshtml) Optometric Theory and Methods (httpwwwnovaeduhpdotmindexhtml) Ophthalmic Optics (httpwwwnovaedu~sthomas) Contact Lens (httpwwwnovaedu~wagner) Epidemology (httpwwwnovaedu~chriswcourseshtml) Anterior Segment Pathology (httpwwwnovaedu~kimreed) Posterior Segment Pathology (httpwwwnovaedu~jsowkasyllabushtml) Clinical Medicine (httpwwwnovaedu~albert) Neuro Ophthalmology (httpwwwnovaedu~albert) Neurophysiology (http wwwnovaedu~fendickopt2522) Vision Science amp Perception (httpwwwnovaedu~fendickopt3344) Gerontology (httpwwwnovaedu~scottgGHPSghps_abouthtm) Pediatric Binocular Vision (httpwwwnovaedu~ficarra) Ocular Health Articles (httpwwwnovaedu~kabat) Management of Binocular Anomalies (ht tp wwwnovaeduhpdotmmba)

Indiana University (httpwwwoptindianaedu) Optometry Library Electronic Reserves (httpwwwoptindianaeduoptlibelecreserveshtml) General Pathology (httpwwwoptindianaeduv543mainhtml) Ophthalmic Optics Contact Lens (httpwwwoptindianaedulowtherv633html) VTPeds (http wwwoptindianaeduraineyweblisthtml) Diagnostic Procedures (http wwwoptindianaedurileyrileyshomehtml)

Pacific University (httpwwwpacificuedu) Continuing Education (httpwwwpacificueduocewelcomehtml)

Numerous topics (httpwwwpacificueduocepasthtml) Illinois College of Optometry (httpwwwicoedu)

Vision Care of Special Populations (httpwwwblackboardcomcoursesCL377)

University of California at Berkeley (httpwwwberkeleyedu) Library (httpwwwlibberkeleyedu)

Optometry Library (httpwwwlibberkeleyeduOPTO) University of Iowa (httpwwwuiowaedu)

Library (httpwwwlibuiowaedu) HealthWeb (httpwwwlibuiowaeduhwophtheducathtml)

York University (Canada) (httpwwwyorkuca) The Toy of Visual Perception (httpwwwyorkucaeye)

ASCOTECH (Continued from page 102)

to the dynamics of the WWW they probably can never be complete as new sites are developed daily The site will be updated periodically by the author and information will be passed along as new sites are developed Similarly sites may be removed or altered and notificashytion of this change in display or structure should also be listed for users of the reference page

The referenced sites are limited to English language display only A need exists for a similar site of refshy

erences as least as it pertains to the graphics and photographic disshyplays for students of other lanshyguages The very nature of the international WWW lends itself favorably for this sort of project

If you are an educator or if you use these sites either for a course or for patient education in your pracshytice you should notify and ask pershymission from the authors of each site you reference Not only is this a courtesy for the authors of the sites referenced which gives them feedback about the usefulness of their endeavors it will avoid copyshyright infringements


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Dr Piimiiikk Miiim (ilinliiniioivi7iicigtodii)

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Don t lurjiot lliil vim Gin s u h s i r i l v l o i h o W O l I O S K

bv sondinj omiil nitijnrdiimi)gtlaquopoolin-lobirkokodii

It should oonliin the mossiio siibMTibo miosis

-niiri miil ivlinvorigtutiro It VOU Wllll llgt sol id 1 lllOSSilLJO

to llio IM-OSKi lisl lddross this UiinlltgtsifigtjxiliKloborkolcvodu Iho ASCO wobsito i-in bo ûvossod bv Inst i l l H to wivwoplodor)

Table 2 Professional Organizations

Association of Schools and Colleges of Optometry (ASCO) (httpwwwoptedorg)

Southern Council of Optometrists (httpwwwoptcomcom)

Southern Journal of Optometry (httpwwwoptcom3comsojosojol)

Digital Grand Rounds (httpwwwoptcomcomdgrhtml)

SuperDoc Comics (http wwwoptcomcomsuperdochtml)

American Academy of Optometry (httpwwwaaoptorg)

Sections (httpwwwaaoptorgSectionsSectionshtml)

Optometric Education Section (httpwwwaaoptorgSectionsoptEdindexhtm)

Journal Articles (http wwwaaoptorgOVSinfoovshtml)

Academy Abstracts (httpwwwaaoptorgDBDBhtml)

American Optometric Association (httpwwwaoanetorg)

Educational Center (httpwwwaoanetorgeducational-centerhtml)

Eye Diseases (httpwwwaoanetorgeye-diseaseshtml)

American Academy of Ophthalmology (httpwwwaaoorg)

Site Index (httpwwwaaoorgsiteindexhtml)

Clinical Pearls (httpwwwaaoorgmemberpearlsarchivehtml)

Online Education (ht tp wwwaaoorgmemberclinicalonline_education)

National Eye Institute (NEI) and National Institutes of Health (NIH) (httpwwwneinihgov)

Educators (httpwwwneinihgoveducatorshtm)

Patient Information

Research

Diseases

2 Fingeret M Casser L Woodcome HT Atlas of primary care procedures Norwalk Connecticut Appleton amp Lange 1990

3 Eskridge B Amos J Bartlett J Clinical procedures in optometry Philadelphia Lippincott Williams amp Wilkins 1991

4 Fannin T Grosvenor T Clinical optics Stoneham Massachusetts Butterworth-Heinemann 1987

5 Benjamin WJ Borish IM Borishs clinical refraction Philadelphia WB Saunders Co 1998

6 Spalton D Hitchings RA Holder GE Methods of ocular examination [slide] Part of Slide atlas of clinical ophthalmolshyogy St Louis Wolfe Publishers 1994

7 Duane TD Tasman W Jaeger EA Duanes clinical ophthalmology Philadelphia Lippincott-Raven 1995

8 Dicon (Division of Vismed Inc) Visual fields pathways to interpretation San Dieeo Vismed Inc 1997

9 Hammack G Lowther GE The computer controlled videodisk Journal of Optometric Education 1985 Oct 10(4)8-11

10 American Optometric Association (AOA) http wwwaoanetorg

11 World Wide Web referenced search engine sites http wwwyahoocom http wwwexcitecom http wwwsnapcom http wwwinfoseekcom http wwwlycoscom httpwwwgocom http wwwallthewebcom http wwwcnetcom


Table 3 Other Sources

Review of Optometry (httpwwwrevoptomcom) 1997 Back issue index (httpwwwrevoptomcomRESOURCE97INDEXHTM) Handbook of Ocular Disease Management (httpwwwrevoptomcomhandbookhbhomehtm)

Contact Lens Today (httpwwwCLTodaycom) Photo Clinic (http wwwCLTodaycomphotoclinichtm) Fitting Tips (httpwwwCLTodaycombesthtm)

Contact Lens Spectrum (httpwwwclspectrumcom) Fosters (http wwwclspectrumcompostersindexhtm) Archived Articles (httpwwwclspectrumcomnewarchiveindex2htm)

Ciba Vision (httpwwwcibavisioncom) Site map (httpwwwcibavisioncomsitemapsitemaphtml) UK site (httpwwwcibavisioncouk) Eye conditions (httpwwwcibavisioncomforsighteyecond) Images (httpwwwcibavisioncoukgraphicsnettrimageshtm)

Vision Fields Humphrey Instruments (httpwwwhumphreycom) Picon Vision Field (httpwwwdiconcom)

MedWebPlus (httpwwwmedwebpluscom) Numerous topics (httpwwwmedwebpluscomsubject)

Ophthalmology (httpwwwmedwebpluscomsubjectOphthalmologyhtml) Web Express (httpwwwweb-xpresscom)

Ophthalmology in Cyberspace (httpwwwweb-xpresscomathensnewtophtml) Images (httpbusinessholgr~ophthalmologyimaglinkhtm)

Visual Area (httpwwwvisualareacom) Internet News for Professionals

Table 4 Image Libraries

Nova Southeastern University (httpwwwnovaedu) College of Optometry (httpwwwnovaeducwiscentershpdoptometry) Images referenced in OTM courses (httpwwwnovaeduhpdotmImageshtml)

University of Utah (httpwwwutahedu) Menu of images (httpinsightmedutahedupathmenuhtml)

Harvard University (httpwwwharvardedu) Digital Tournal of Ophthalmology (httpwwwdjoharvardedu) Whole Brain Atlas (httpwwwmedharvardeduAANLIBhomehtml)

New York University (httpwwwnyuedu) Digital Ophthalmic Slide Collection (httpmcrcr4mednyueduOphthdosc)

University of Pisa (Italy) The Virtual Eye Center (httpwwwvolitOCULISTICAindexgbhtml) Image Library (httpwwwvolitOCULISTICAimmagigbhtml)


Table 5 Optometric Educator Sources

Doctors

Begley Carolyn

Dell William

Ficarra Anthony

Gorman Scott

Kabat Alan

Lowther Gerald

Maino Dominick

Rainey Bill

Reed Kim

Riley H D

Rumsey Jay M

Sowka Joe

Thomas Stephen J

Wagner Heidi

Wick Bruce

Woodruff Chris

Woods Albert

E-mail Address

cbegleyindianaedu

bdellpcoedu

ficarranovaedu

scottgnovaedu

kabathdpnovaedu

glowtherindianaedu

dmainoeyecareicoedu

braineyindianaedu

kimreednovaedu

rileyindiana edu

rumseynova edu

jsowkanovaedu

sthomasnovaedu

wagnernovaedu

bwickmail-gwoptuhedu

chriswnovaedu

albertnovaedu

Major Topic(s)

General Pathology (httpwwwoptindianaequv543mainhtml)

ASCO Informatics SIG

Binocular Vision (httpwwwnovaedu~ficarra)

Gerontology (httpwwwnovaedu~scottgGHPSghps_abouthtm)

Primary Care Clinic (httpwwwnovaedu~kabat)

Contact Lenses (httpwwwoptindianaedulowtherv633html)


Vision Therapy amp Pediatrics (httpwwwoptindianaeduraineyweblisthtml)

Anterior Segment Pathology (http wwwnovaedu~kimreedoculardiseasel htm)

Diagnostic Procedures (http www opt indiana edu riley rileyshome html)

Optometric Theory amp Methods [1- 2- 3- 4] (http wwwnovaeduhpdotm) OTM Image Library (http wwwnovaeduhpdotmImageshtml) Management of Binocular Anomalies (ht tp wwwnovaeduhpdotmmba)

Posterior Segment Pathology (httpwwwnovaedu~jsowkasyllabushtml)

Ophthalmic Optics (httpwwwnovaedu~sthomas)

Contact Lens (httpwwwnovaedu~wagner)

Management of Binocular Anomalies (ht tp wwwnovaeduhpdotmmba)

Epidemology Optometric Theory amp Methods (http wwwnovaedu ~chrisw)

Neuro Ophthalmology amp Clinical Medicine (httpwwwnovaedu~albert)

Contact Information

If you would like to include your own reference or know of other good references in the above catagories please notify

Jay M Rumsey OD FAAO Nova Southeastern University College of Optometry 3300 South University Drive Ft Lauderdale Florida 33328 E-mail rumseynovaedu Office (954) 262-1432 FAX (954) 262-1818


Index - Volume 2 5 Author Index Baum S Educational debt and

professional school students -Vol 25 No 2 p 54

Canellos H Medio FJ Mozlin R Perry C Training the trainer developing educators for continshyuing professional education -Vol 25 No 3 p 91

Chronister C - see Wing JT

Cornick ML - see Gross SM

Crozier GC - see Wing JT

Dell WM Evidence-based optometric practice

and education (ascotech column) - Vol 25 No 3 p 70

Meeting the educational and professhysional needs of our faculty (guest editorial) - Vol 25 No 1 p 4

Technology touchstone (ascotech column) - Vol 25 No 1 p 7

Feldman J - see Werner DL

Gross SM Zoltoski RK Cornick ML Wong KKW Student self-assessment of professional communication skills at the Illinois College of Optometry -Vol 25 No 4 p 107

Hammack GG Nowakowski R Selection and implementation of a clinical information system for the University of Alabama at Birmingham School of Optometry - Vol 25 No 1 p 21

Heiberger M - see Werner DL

Janoff LE mdash see Wagner H

Johnston E - see Werner DL

Maino DM Technological resources for the optometric educator (ascotech column) -Vol 25 No 2 p 42

Marsden HJ The effectiveness of a patient communication course - Vol 25 No 3 p 88

McClure LH Student indebtedshyness the challenge of financing an optometric education - Vol 25 No 2 p 45

Medio FJ - see Canellos H

Mozlin R - see Canellos H

Naidoo KS Towards a new model in training and delivery of optometric education - Vol 25 No 2 p 59

Nowakowski R - see Hammack GG

Patrick A mdash see Wagner H

Perry CA - see Canellos H

Rosengren KJ Zoltoski R HIV AIDS and universal precautions the optometry curriculums effect on students knowledge attitudes and implementation -Vol 25 No 3 p 74

Rumsey JM Optometric educashytors reference links on the Internet (ascotech column) - Vol 25 No 4 p 102

Spafford MM Primary and secshyondary selection tools in an optometry admission process -Vol 25 No 4 p 116

Wagner H Janoff LE Patrick A Quality assurance in a cornea and contact lens service - Vol 25 No 1 p 15

Werner DL Heiberger MH Feldman J Johnston E The prevalence of unethical student behavior in optometry schools -Vol 25 No 3 p 82

Whittaker SG - see Wing JT

Wilson R Clinical education when to begin

(editorial) - Vol 25 No 3 p 68 The educational contract (editorial)

- Vol 25 No 2 p 36 Quantifying teaching and professhy

sional activities - Vol 25 No 4 p 100

Wing JT Chronister C Whittaker SG Crozier GC Color microfiche Applications to biomedical optometric educashytion - Vol 25 No 1 p 27

Wong KKW - see Gross SM

Zoltoski RK mdash see Gross SM mdash see Rosengren KJ

Subject Index Admission Process

Primary and secondary selection tools in an optometry admission process - Vol 25 No 4 p 116

ASCO In memoriam - Jack W Bennett OD mdash Vol 25 No4 p103 Focus on the president - Vol 25 No 1 p 12

Ascotech Evidence-based optometric pracshytice and education - Vol 25 No 3 p 71 Optometric educators reference links on the Internet - Vol 25 No 4 p 102 Technological resources for the optometric educator - Vol 25 No 2 p 42 Technology touchstone - Vol 25 No 1 p 7

Clinical Education The effectiveness of a patient communication course - Vol 25 No 3 p 88

Quality assurance in a cornea and contact lens service - Vol 25 No 1 p 15

Clinical information systems Selection and implementation of a clinical information system for the University of Alabama at Birmingham School of Optometry - Vol 25 No 1 p 21

Continuing Education Training the trainer developing educators for continuing professhysional education - Vol 25 No 3 p 91


Editorials Clinical education when to begin -Vol 25 No 3 p 68 The educational contract - Vol 25 No 2 p 36

Meeting the educational and professhysional needs of our faculty - Vol 25 No 1 p 4

Quantifying teaching and professhysional activities - Vol 25 No 4 p 100

Ethics The prevalence of unethical stushydent behavior in optometry schools - Vol 25 No 3 p 82

International Education Towards a new model in training and delivery of optometric educa-toin-Vol25No2p59

Industry News (Continued from page 105)

Updated PRIO Tester Improves Patient Response

The newest model of PRIOs Computer Vision Tester provides what is hailed as the best method to assess a patients need for computer glasses The testers new look has also added considerable selling power to the computer vision exam The tester has gone through several changes as computer display techshynology has advanced but this is the first update to take the patients viewpoint into account We heard from doctors and patients alike that a more familiar Windows-like deskshytop display would be preferable to the look of our previous models related Jon Torrey president of PRIO Corporation

Based in Beaverton Oregon PRIO has been researching the effects of computer use on vision since 1986 with the first PRIO comshyputer Vision Tester being placed in a doctors office in 1992 The domishynance of the graphical user interface on computers drove the change to a more Window-like display However the technical functions of the tester are still the same - exactly duplicating the light emission charshyacteristics of a computer display screen The updated PRIO tester is now available in two versions the

Patient Care The effectiveness of a patient communication course - Vol 25 No 3 p 88 Student self-assessment of professhysional communication skills at the Illinois College of Optometry -Vol 25 No 4 p 107

Resources Accommodation nearwork and myopia - Vol 25 No 1 p 30 Anomalies of binocular vision diagnosis and management - Vol 25 No 1 p 31 Atlas of the peripheral fundus -Vol 25 No 1 p 11 Clinical procedures in primary eye care - Vol 25 No 1 p 11 Macular disorders an illustrated diagnostic guide - Vol 25 No 1 p 30 Manual of ocular fundus examishynation - Vol 25 No 1 p 31

full desktop display screen and a version that also incorporates a redgreen bichrome balance test Doctors surveyed about the PRIO test felt the bichrome function should be available for those who use it to provide additional data on a patients accommodative status

For further information contact (800) 621-1098 or visit the Web site at wwwpriocom

Marchon Launches Merchandising for Flexon Kids

New for 2000 Flexon kids by Marchon Eyewear brings fun mershychandising materials geared towards the discerning taste of pre-teens to the market Featuring colorshyful designs images of active cool kids and funky materials the new Flexon kids displays and merchanshydising POP add energy and style to the collection

Flexon kids is a great market for our accounts to maximize said Marchons vice president Donna Rollins Flexon frames in kids sizes have always been among our top selling styles We are turning the spotlight on this segment with dynamic POP as well as product expansion Parents can easily justify the cost of a Flexon frame when they see what it does The better price point of a Flexon frame is betshyter business for our accounts con-

Students The prevalence of unethical stushydent behavior in optometry schools - Vol 25 No 3 p 82 Student self-assessment of professhysional communication skills at the Illinois College of Optometry -Vol 25 No 4 p 107

Student Indebtedness The challenge of financing an optometric education - Vol 25 No 2 p 45 Educational debt and professional school students - Vol 25 No 2 p 54

Teaching methods Color microfiche applications to biomedical optometric education - Vol 25 No 1 p 27

tinued Rollins For more informashytion about these or other Flexon kids by Marchon merchandising materials call (800) 645-1300

Zeiss Projector Stars in Museum

The newly rebuilt and remodeled Hayden Planetarium opened its doors to the public recently as part of the Rose Center for Earth and Space at the American Museum of Natural History in New York City The $210 million project which includes the most technologically advanced planetarium in the world will house a one-of-a-kind Carl Zeiss Mark IX star projector as its centerpiece The new Zeiss Mark IX the only model in existence will enable audiences to experience a virtual tour of the universe in which they can follow a comet on its path view the sky of a neighboring planshyet and simulate flights through the solar system

Costing more than $35 million and weighing more than four tons the Zeiss Mark IX has over 30 motors and is guided by 45 computshyers Through the use of innovative fiber-optic cables in which white light is projected the Zeiss Mark IX is capable of displaying more than 9000 stars and the Milky Way Galaxy in unprecedented brilliance and brightness of the starlit sky


New VARILUX

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eedom with new Variiux Panamic

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EDITORIAL Quantifying Teaching and Professional Activities


Jack W Bennett OD - In Memoriam

INDUSTRY NEWS


Student Self-Assessment Of Professional Communication Skills At the Illinois College Of Optometry

Primary and Secondary Selection Tools in an Optometry Admission Process

Index - Volume 2 5

mil iiiiiiiiiiiiiiiiiiiiii

Association of Schools and Colleges of Optometry The Association of Schools and Colleges of Optometry (ASCO) represents the professional programs of optometric education in the United States ASCO is a non-profit tax-exempt professional educational

association with national headquarters in Rockville MD

BOARD OF DIRECTORS Executive Committee

President Arol R Augsburger OD Dean University of Alabama at Birmingham School of Optometry Birmingham Alabama 35294

Presideiit-Elect John Schoessler OD PhD Dean The Ohio State University College of Optometry Columbus Ohio 43210-1240

At-Large Member Anthony J Adams OD PhD Dean University of California at Berkeley School of Optometry Berkeley Calif ornia94720-2020

Secretary-Treasurer David Loshin OD PhD Dean Nova Southeastern University College of Optometry Ft Lauderdale Florida 33328

Immediate Past-President bullAlan L Lewis OD PhD President The New England College of Optometry Boston Massachusetts 02115

Executive Director Martin A Wall CAE

BOARD MEMBERS Larry J Davis OD Interim Dean University of Vlissouri at St Louis School of Optometry St Louis Missouri 63121-4499

Leland W Carr OD Dean Pacific University College of Optometry Forest Grove Oregon 97116

William E Cochran OD President Southern College of Optometry Memphis Tennessee 38104

George E Foster OD Dean Northeastern State University College of Optometry Tahlequah Oklahoma 74465

A Norman Haffner OD PhD President SUNY State College of Optometry New York New York 10010

Thomas L Lewis OD PhD President Pennsylvania College of Optometry ElkinsPark Pennsylvania 19027-1598

Pust Presidents

Gerald E Lowther OD PhD Dean Indiana University School of Optometry Bloomington Indiana 47401

Charles F Mullen OD President Illinois College of Optometry Chicago IL 60616

Hector Santiago OD PhD Dean Inter American University of Puerto Rico School of Optometry Hato Rey Puerto Rico 00919

Jerald W Strickland OD PhD Dean University of Houston College of Optometry Houston TX 77204-6052

Lesley L Walls OD MD President Southern California College of Optometry Fullerton CA 92831

Allyn Uniacke OD Interim Dean Michigan College of Optometry

At Ferris State University Big Rapids Ml 49307-2738

ASCO Affiliate Members Dr Pierre Simonet Director University of Waterloo mdash Optometry Waterloo Ontario Canada N2L 3G1

Dr Graham Strong Director University of Waterloo mdash Optometry Waterloo Ontario Canada N2L 3G1

Dr Stephen Miller Exec Dir College of Optometrists in Vision

Development St Louis Missouri 63141

Mr Robert Williams Exec Dir Optometric Extension Program Foundation Santa Ana California 92705-5510

Director Optometry Service Veterans Health Administration Fort Howard Maryland 21052

Dr Carlos H Mendoza Dean Universidad de la Salle Facultad de Optometria Bogota Colombia

Dr Mosaad Al-Abdulmunem Chair Department of Optometry College of Applied Medical Sciences King Saud University Riyadh 11433 Saudi Arabia

Dr Alberto Milla Quiroz School of Optometry Instituto Politecnico Nacional Plan de San Luis y Diaz Miron DF Mexico

Editorial Review Board Editor Roger Wilson OD

ASCOTECH Coeditor William M Dell OD MPH

ASCOTECH Coeditor Dominick M Maino OD MEd

Communications Editor Ellen Richter Ettinger OD MS

Diane T Adamczyk OD John Baker OD MSEd Etty Bitton OD MSc Nancy B Carlson OD William M Dell OD MPH Charles Haine OD MS Lester E Janoff OD MSEd Nada J Lingel OD MS Howard McAlister OD MA MPH Deborah Orel-Bixler MS PhD OD Doug Penisten OD PhD David Perrigin OD William B Rainey OD Hector Santiago PhD OD Paulette P Schmidt OD MS Julie A Schornack OD MEd Leo P Semes OD Marlee M Spafford OD MSc PhD Mark Swan OD MEd




2000






MEMBER

126

DEPARTMENTS



ASCO Calendar

Industry News

100

102

106

105















Roger Wi lson OD











CONGRA TULA TIONS






ASCOTECH
































ALCONreg






instrumentation










and technologies

Alcon LABORATORIES

OPHTHALMIC

































amp Depan AnEqi











































4 = 2

o O

1997-1998 1998-1999


Skills


W 3

I I 1 Year Class

^ ^ 2nd Year Class

| P ^ 3 Year Class

1 H 4 Year Class

b

a

ab ab

abtC





4 -

o o w

o o

I | 1slYear Class

WM 2nd Year Class

Year Class

Year Class g [y

ab ab

abas ab abc




100

90

agt a

30 -

20 -

10 -

1997-1998 1998-1999

ab

ab a b

ab


Class Years





Patient Care Skills

44

42

40

H

36

34

33 -

30-


JE j f

if

1 ^ ^ r


Class Year



Patient Gare Skills



0 2nd year

bull 1


Class Year



Class Year


^

Y^X

A


Class Year




4 -

Sco

re

Confid

enc

1 -

0 -

ab ab

A A

v

W

Iff

i in sectsect

100

80

a 40

Q_ 20

1997-1998 1998-1999

Year Year 2 Year 3


Class Years

















































Instruction Sheet






























































































120

CO c ctf o

pli

Q lt Hmdash

o 6 z

100

80

60

40

20

0 95 90 85 80 75 70 65 60 55 50

Median Score ()



















895

38

376

177

70

809

66

363

155

68

806

63

356

155

71

809

36

357

188

74




Overall Mean (OM)






z ( l ) =

Z(D = Z(D = Z(D = Z(D =

= 851

= 589

-314

-219

-062

000

000

000

003

053

z ( l ) =

Z(D =

z ( i ) = Z(D = Z(D =

= 180

= 098

= 177

-028

-190

007

033

008

078

006

Z ( D

z ( i ) = Z(D =

Z(D = z ( l ) =

= 014

= 608

= 074

-249

-297

089

000

046

001

000
















































Call for Papers








(301)231-5944






















I 1



















or



























Patient Information

Research

Diseases






























Doctors

Begley Carolyn

Dell William

Ficarra Anthony

Gorman Scott

Kabat Alan

Lowther Gerald

Maino Dominick

Rainey Bill

Reed Kim

Riley H D

Rumsey Jay M

Sowka Joe

Thomas Stephen J

Wagner Heidi

Wick Bruce

Woodruff Chris

Woods Albert

E-mail Address

cbegleyindianaedu

bdellpcoedu

ficarranovaedu

scottgnovaedu

kabathdpnovaedu

glowtherindianaedu

dmainoeyecareicoedu

braineyindianaedu

kimreednovaedu

rileyindiana edu

rumseynova edu

jsowkanovaedu

sthomasnovaedu

wagnernovaedu


chriswnovaedu

albertnovaedu

Major Topic(s)


















Contact Information











































































New VARILUX








wwwvariluxprocom







INDUSTRY NEWS




Index - Volume 2 5



2000






MEMBER

126

DEPARTMENTS



ASCO Calendar

Industry News

100

102

106

105















Roger Wi lson OD











CONGRA TULA TIONS






ASCOTECH
































ALCONreg






instrumentation










and technologies

Alcon LABORATORIES

OPHTHALMIC

































amp Depan AnEqi











































4 = 2

o O

1997-1998 1998-1999


Skills


W 3

I I 1 Year Class

^ ^ 2nd Year Class

| P ^ 3 Year Class

1 H 4 Year Class

b

a

ab ab

abtC





4 -

o o w

o o

I | 1slYear Class

WM 2nd Year Class

Year Class

Year Class g [y

ab ab

abas ab abc




100

90

agt a

30 -

20 -

10 -

1997-1998 1998-1999

ab

ab a b

ab


Class Years





Patient Care Skills

44

42

40

H

36

34

33 -

30-


JE j f

if

1 ^ ^ r


Class Year



Patient Gare Skills



0 2nd year

bull 1


Class Year



Class Year


^

Y^X

A


Class Year




4 -

Sco

re

Confid

enc

1 -

0 -

ab ab

A A

v

W

Iff

i in sectsect

100

80

a 40

Q_ 20

1997-1998 1998-1999

Year Year 2 Year 3


Class Years

















































Instruction Sheet






























































































120

CO c ctf o

pli

Q lt Hmdash

o 6 z

100

80

60

40

20

0 95 90 85 80 75 70 65 60 55 50

Median Score ()



















895

38

376

177

70

809

66

363

155

68

806

63

356

155

71

809

36

357

188

74




Overall Mean (OM)






z ( l ) =

Z(D = Z(D = Z(D = Z(D =

= 851

= 589

-314

-219

-062

000

000

000

003

053

z ( l ) =

Z(D =

z ( i ) = Z(D = Z(D =

= 180

= 098

= 177

-028

-190

007

033

008

078

006

Z ( D

z ( i ) = Z(D =

Z(D = z ( l ) =

= 014

= 608

= 074

-249

-297

089

000

046

001

000
















































Call for Papers








(301)231-5944






















I 1



















or



























Patient Information

Research

Diseases






























Doctors

Begley Carolyn

Dell William

Ficarra Anthony

Gorman Scott

Kabat Alan

Lowther Gerald

Maino Dominick

Rainey Bill

Reed Kim

Riley H D

Rumsey Jay M

Sowka Joe

Thomas Stephen J

Wagner Heidi

Wick Bruce

Woodruff Chris

Woods Albert

E-mail Address

cbegleyindianaedu

bdellpcoedu

ficarranovaedu

scottgnovaedu

kabathdpnovaedu

glowtherindianaedu

dmainoeyecareicoedu

braineyindianaedu

kimreednovaedu

rileyindiana edu

rumseynova edu

jsowkanovaedu

sthomasnovaedu

wagnernovaedu


chriswnovaedu

albertnovaedu

Major Topic(s)


















Contact Information











































































New VARILUX








wwwvariluxprocom







INDUSTRY NEWS




Index - Volume 2 5






Roger Wi lson OD











CONGRA TULA TIONS






ASCOTECH
































ALCONreg






instrumentation










and technologies

Alcon LABORATORIES

OPHTHALMIC

































amp Depan AnEqi











































4 = 2

o O

1997-1998 1998-1999


Skills


W 3

I I 1 Year Class

^ ^ 2nd Year Class

| P ^ 3 Year Class

1 H 4 Year Class

b

a

ab ab

abtC





4 -

o o w

o o

I | 1slYear Class

WM 2nd Year Class

Year Class

Year Class g [y

ab ab

abas ab abc




100

90

agt a

30 -

20 -

10 -

1997-1998 1998-1999

ab

ab a b

ab


Class Years





Patient Care Skills

44

42

40

H

36

34

33 -

30-


JE j f

if

1 ^ ^ r


Class Year



Patient Gare Skills



0 2nd year

bull 1


Class Year



Class Year


^

Y^X

A


Class Year




4 -

Sco

re

Confid

enc

1 -

0 -

ab ab

A A

v

W

Iff

i in sectsect

100

80

a 40

Q_ 20

1997-1998 1998-1999

Year Year 2 Year 3


Class Years

















































Instruction Sheet






























































































120

CO c ctf o

pli

Q lt Hmdash

o 6 z

100

80

60

40

20

0 95 90 85 80 75 70 65 60 55 50

Median Score ()



















895

38

376

177

70

809

66

363

155

68

806

63

356

155

71

809

36

357

188

74




Overall Mean (OM)






z ( l ) =

Z(D = Z(D = Z(D = Z(D =

= 851

= 589

-314

-219

-062

000

000

000

003

053

z ( l ) =

Z(D =

z ( i ) = Z(D = Z(D =

= 180

= 098

= 177

-028

-190

007

033

008

078

006

Z ( D

z ( i ) = Z(D =

Z(D = z ( l ) =

= 014

= 608

= 074

-249

-297

089

000

046

001

000
















































Call for Papers








(301)231-5944






















I 1



















or



























Patient Information

Research

Diseases






























Doctors

Begley Carolyn

Dell William

Ficarra Anthony

Gorman Scott

Kabat Alan

Lowther Gerald

Maino Dominick

Rainey Bill

Reed Kim

Riley H D

Rumsey Jay M

Sowka Joe

Thomas Stephen J

Wagner Heidi

Wick Bruce

Woodruff Chris

Woods Albert

E-mail Address

cbegleyindianaedu

bdellpcoedu

ficarranovaedu

scottgnovaedu

kabathdpnovaedu

glowtherindianaedu

dmainoeyecareicoedu

braineyindianaedu

kimreednovaedu

rileyindiana edu

rumseynova edu

jsowkanovaedu

sthomasnovaedu

wagnernovaedu


chriswnovaedu

albertnovaedu

Major Topic(s)


















Contact Information











































































New VARILUX








wwwvariluxprocom







INDUSTRY NEWS




Index - Volume 2 5

CONGRA TULA TIONS






ASCOTECH
































ALCONreg






instrumentation










and technologies

Alcon LABORATORIES

OPHTHALMIC

































amp Depan AnEqi











































4 = 2

o O

1997-1998 1998-1999


Skills


W 3

I I 1 Year Class

^ ^ 2nd Year Class

| P ^ 3 Year Class

1 H 4 Year Class

b

a

ab ab

abtC





4 -

o o w

o o

I | 1slYear Class

WM 2nd Year Class

Year Class

Year Class g [y

ab ab

abas ab abc




100

90

agt a

30 -

20 -

10 -

1997-1998 1998-1999

ab

ab a b

ab


Class Years





Patient Care Skills

44

42

40

H

36

34

33 -

30-


JE j f

if

1 ^ ^ r


Class Year



Patient Gare Skills



0 2nd year

bull 1


Class Year



Class Year


^

Y^X

A


Class Year




4 -

Sco

re

Confid

enc

1 -

0 -

ab ab

A A

v

W

Iff

i in sectsect

100

80

a 40

Q_ 20

1997-1998 1998-1999

Year Year 2 Year 3


Class Years

















































Instruction Sheet






























































































120

CO c ctf o

pli

Q lt Hmdash

o 6 z

100

80

60

40

20

0 95 90 85 80 75 70 65 60 55 50

Median Score ()



















895

38

376

177

70

809

66

363

155

68

806

63

356

155

71

809

36

357

188

74




Overall Mean (OM)






z ( l ) =

Z(D = Z(D = Z(D = Z(D =

= 851

= 589

-314

-219

-062

000

000

000

003

053

z ( l ) =

Z(D =

z ( i ) = Z(D = Z(D =

= 180

= 098

= 177

-028

-190

007

033

008

078

006

Z ( D

z ( i ) = Z(D =

Z(D = z ( l ) =

= 014

= 608

= 074

-249

-297

089

000

046

001

000
















































Call for Papers








(301)231-5944






















I 1



















or



























Patient Information

Research

Diseases






























Doctors

Begley Carolyn

Dell William

Ficarra Anthony

Gorman Scott

Kabat Alan

Lowther Gerald

Maino Dominick

Rainey Bill

Reed Kim

Riley H D

Rumsey Jay M

Sowka Joe

Thomas Stephen J

Wagner Heidi

Wick Bruce

Woodruff Chris

Woods Albert

E-mail Address

cbegleyindianaedu

bdellpcoedu

ficarranovaedu

scottgnovaedu

kabathdpnovaedu

glowtherindianaedu

dmainoeyecareicoedu

braineyindianaedu

kimreednovaedu

rileyindiana edu

rumseynova edu

jsowkanovaedu

sthomasnovaedu

wagnernovaedu


chriswnovaedu

albertnovaedu

Major Topic(s)


















Contact Information











































































New VARILUX








wwwvariluxprocom







INDUSTRY NEWS




Index - Volume 2 5

ASCOTECH
































ALCONreg






instrumentation










and technologies

Alcon LABORATORIES

OPHTHALMIC

































amp Depan AnEqi











































4 = 2

o O

1997-1998 1998-1999


Skills


W 3

I I 1 Year Class

^ ^ 2nd Year Class

| P ^ 3 Year Class

1 H 4 Year Class

b

a

ab ab

abtC





4 -

o o w

o o

I | 1slYear Class

WM 2nd Year Class

Year Class

Year Class g [y

ab ab

abas ab abc




100

90

agt a

30 -

20 -

10 -

1997-1998 1998-1999

ab

ab a b

ab


Class Years





Patient Care Skills

44

42

40

H

36

34

33 -

30-


JE j f

if

1 ^ ^ r


Class Year



Patient Gare Skills



0 2nd year

bull 1


Class Year



Class Year


^

Y^X

A


Class Year




4 -

Sco

re

Confid

enc

1 -

0 -

ab ab

A A

v

W

Iff

i in sectsect

100

80

a 40

Q_ 20

1997-1998 1998-1999

Year Year 2 Year 3


Class Years

















































Instruction Sheet






























































































120

CO c ctf o

pli

Q lt Hmdash

o 6 z

100

80

60

40

20

0 95 90 85 80 75 70 65 60 55 50

Median Score ()



















895

38

376

177

70

809

66

363

155

68

806

63

356

155

71

809

36

357

188

74




Overall Mean (OM)






z ( l ) =

Z(D = Z(D = Z(D = Z(D =

= 851

= 589

-314

-219

-062

000

000

000

003

053

z ( l ) =

Z(D =

z ( i ) = Z(D = Z(D =

= 180

= 098

= 177

-028

-190

007

033

008

078

006

Z ( D

z ( i ) = Z(D =

Z(D = z ( l ) =

= 014

= 608

= 074

-249

-297

089

000

046

001

000
















































Call for Papers








(301)231-5944






















I 1



















or



























Patient Information

Research

Diseases






























Doctors

Begley Carolyn

Dell William

Ficarra Anthony

Gorman Scott

Kabat Alan

Lowther Gerald

Maino Dominick

Rainey Bill

Reed Kim

Riley H D

Rumsey Jay M

Sowka Joe

Thomas Stephen J

Wagner Heidi

Wick Bruce

Woodruff Chris

Woods Albert

E-mail Address

cbegleyindianaedu

bdellpcoedu

ficarranovaedu

scottgnovaedu

kabathdpnovaedu

glowtherindianaedu

dmainoeyecareicoedu

braineyindianaedu

kimreednovaedu

rileyindiana edu

rumseynova edu

jsowkanovaedu

sthomasnovaedu

wagnernovaedu


chriswnovaedu

albertnovaedu

Major Topic(s)


















Contact Information











































































New VARILUX








wwwvariluxprocom







INDUSTRY NEWS




Index - Volume 2 5












ALCONreg






instrumentation










and technologies

Alcon LABORATORIES

OPHTHALMIC

































amp Depan AnEqi











































4 = 2

o O

1997-1998 1998-1999


Skills


W 3

I I 1 Year Class

^ ^ 2nd Year Class

| P ^ 3 Year Class

1 H 4 Year Class

b

a

ab ab

abtC





4 -

o o w

o o

I | 1slYear Class

WM 2nd Year Class

Year Class

Year Class g [y

ab ab

abas ab abc




100

90

agt a

30 -

20 -

10 -

1997-1998 1998-1999

ab

ab a b

ab


Class Years





Patient Care Skills

44

42

40

H

36

34

33 -

30-


JE j f

if

1 ^ ^ r


Class Year



Patient Gare Skills



0 2nd year

bull 1


Class Year



Class Year


^

Y^X

A


Class Year




4 -

Sco

re

Confid

enc

1 -

0 -

ab ab

A A

v

W

Iff

i in sectsect

100

80

a 40

Q_ 20

1997-1998 1998-1999

Year Year 2 Year 3


Class Years

















































Instruction Sheet






























































































120

CO c ctf o

pli

Q lt Hmdash

o 6 z

100

80

60

40

20

0 95 90 85 80 75 70 65 60 55 50

Median Score ()



















895

38

376

177

70

809

66

363

155

68

806

63

356

155

71

809

36

357

188

74




Overall Mean (OM)






z ( l ) =

Z(D = Z(D = Z(D = Z(D =

= 851

= 589

-314

-219

-062

000

000

000

003

053

z ( l ) =

Z(D =

z ( i ) = Z(D = Z(D =

= 180

= 098

= 177

-028

-190

007

033

008

078

006

Z ( D

z ( i ) = Z(D =

Z(D = z ( l ) =

= 014

= 608

= 074

-249

-297

089

000

046

001

000
















































Call for Papers








(301)231-5944






















I 1



















or



























Patient Information

Research

Diseases






























Doctors

Begley Carolyn

Dell William

Ficarra Anthony

Gorman Scott

Kabat Alan

Lowther Gerald

Maino Dominick

Rainey Bill

Reed Kim

Riley H D

Rumsey Jay M

Sowka Joe

Thomas Stephen J

Wagner Heidi

Wick Bruce

Woodruff Chris

Woods Albert

E-mail Address

cbegleyindianaedu

bdellpcoedu

ficarranovaedu

scottgnovaedu

kabathdpnovaedu

glowtherindianaedu

dmainoeyecareicoedu

braineyindianaedu

kimreednovaedu

rileyindiana edu

rumseynova edu

jsowkanovaedu

sthomasnovaedu

wagnernovaedu


chriswnovaedu

albertnovaedu

Major Topic(s)


















Contact Information











































































New VARILUX








wwwvariluxprocom







INDUSTRY NEWS




Index - Volume 2 5

OPHTHALMIC

































amp Depan AnEqi











































4 = 2

o O

1997-1998 1998-1999


Skills


W 3

I I 1 Year Class

^ ^ 2nd Year Class

| P ^ 3 Year Class

1 H 4 Year Class

b

a

ab ab

abtC





4 -

o o w

o o

I | 1slYear Class

WM 2nd Year Class

Year Class

Year Class g [y

ab ab

abas ab abc




100

90

agt a

30 -

20 -

10 -

1997-1998 1998-1999

ab

ab a b

ab


Class Years





Patient Care Skills

44

42

40

H

36

34

33 -

30-


JE j f

if

1 ^ ^ r


Class Year



Patient Gare Skills



0 2nd year

bull 1


Class Year



Class Year


^

Y^X

A


Class Year




4 -

Sco

re

Confid

enc

1 -

0 -

ab ab

A A

v

W

Iff

i in sectsect

100

80

a 40

Q_ 20

1997-1998 1998-1999

Year Year 2 Year 3


Class Years

















































Instruction Sheet






























































































120

CO c ctf o

pli

Q lt Hmdash

o 6 z

100

80

60

40

20

0 95 90 85 80 75 70 65 60 55 50

Median Score ()



















895

38

376

177

70

809

66

363

155

68

806

63

356

155

71

809

36

357

188

74




Overall Mean (OM)






z ( l ) =

Z(D = Z(D = Z(D = Z(D =

= 851

= 589

-314

-219

-062

000

000

000

003

053

z ( l ) =

Z(D =

z ( i ) = Z(D = Z(D =

= 180

= 098

= 177

-028

-190

007

033

008

078

006

Z ( D

z ( i ) = Z(D =

Z(D = z ( l ) =

= 014

= 608

= 074

-249

-297

089

000

046

001

000
















































Call for Papers








(301)231-5944






















I 1



















or



























Patient Information

Research

Diseases






























Doctors

Begley Carolyn

Dell William

Ficarra Anthony

Gorman Scott

Kabat Alan

Lowther Gerald

Maino Dominick

Rainey Bill

Reed Kim

Riley H D

Rumsey Jay M

Sowka Joe

Thomas Stephen J

Wagner Heidi

Wick Bruce

Woodruff Chris

Woods Albert

E-mail Address

cbegleyindianaedu

bdellpcoedu

ficarranovaedu

scottgnovaedu

kabathdpnovaedu

glowtherindianaedu

dmainoeyecareicoedu

braineyindianaedu

kimreednovaedu

rileyindiana edu

rumseynova edu

jsowkanovaedu

sthomasnovaedu

wagnernovaedu


chriswnovaedu

albertnovaedu

Major Topic(s)


















Contact Information











































































New VARILUX








wwwvariluxprocom







INDUSTRY NEWS




Index - Volume 2 5












amp Depan AnEqi











































4 = 2

o O

1997-1998 1998-1999


Skills


W 3

I I 1 Year Class

^ ^ 2nd Year Class

| P ^ 3 Year Class

1 H 4 Year Class

b

a

ab ab

abtC





4 -

o o w

o o

I | 1slYear Class

WM 2nd Year Class

Year Class

Year Class g [y

ab ab

abas ab abc




100

90

agt a

30 -

20 -

10 -

1997-1998 1998-1999

ab

ab a b

ab


Class Years





Patient Care Skills

44

42

40

H

36

34

33 -

30-


JE j f

if

1 ^ ^ r


Class Year



Patient Gare Skills



0 2nd year

bull 1


Class Year



Class Year


^

Y^X

A


Class Year




4 -

Sco

re

Confid

enc

1 -

0 -

ab ab

A A

v

W

Iff

i in sectsect

100

80

a 40

Q_ 20

1997-1998 1998-1999

Year Year 2 Year 3


Class Years

















































Instruction Sheet






























































































120

CO c ctf o

pli

Q lt Hmdash

o 6 z

100

80

60

40

20

0 95 90 85 80 75 70 65 60 55 50

Median Score ()



















895

38

376

177

70

809

66

363

155

68

806

63

356

155

71

809

36

357

188

74




Overall Mean (OM)






z ( l ) =

Z(D = Z(D = Z(D = Z(D =

= 851

= 589

-314

-219

-062

000

000

000

003

053

z ( l ) =

Z(D =

z ( i ) = Z(D = Z(D =

= 180

= 098

= 177

-028

-190

007

033

008

078

006

Z ( D

z ( i ) = Z(D =

Z(D = z ( l ) =

= 014

= 608

= 074

-249

-297

089

000

046

001

000
















































Call for Papers








(301)231-5944






















I 1



















or



























Patient Information

Research

Diseases






























Doctors

Begley Carolyn

Dell William

Ficarra Anthony

Gorman Scott

Kabat Alan

Lowther Gerald

Maino Dominick

Rainey Bill

Reed Kim

Riley H D

Rumsey Jay M

Sowka Joe

Thomas Stephen J

Wagner Heidi

Wick Bruce

Woodruff Chris

Woods Albert

E-mail Address

cbegleyindianaedu

bdellpcoedu

ficarranovaedu

scottgnovaedu

kabathdpnovaedu

glowtherindianaedu

dmainoeyecareicoedu

braineyindianaedu

kimreednovaedu

rileyindiana edu

rumseynova edu

jsowkanovaedu

sthomasnovaedu

wagnernovaedu


chriswnovaedu

albertnovaedu

Major Topic(s)


















Contact Information











































































New VARILUX








wwwvariluxprocom







INDUSTRY NEWS




Index - Volume 2 5






































4 = 2

o O

1997-1998 1998-1999


Skills


W 3

I I 1 Year Class

^ ^ 2nd Year Class

| P ^ 3 Year Class

1 H 4 Year Class

b

a

ab ab

abtC





4 -

o o w

o o

I | 1slYear Class

WM 2nd Year Class

Year Class

Year Class g [y

ab ab

abas ab abc




100

90

agt a

30 -

20 -

10 -

1997-1998 1998-1999

ab

ab a b

ab


Class Years





Patient Care Skills

44

42

40

H

36

34

33 -

30-


JE j f

if

1 ^ ^ r


Class Year



Patient Gare Skills



0 2nd year

bull 1


Class Year



Class Year


^

Y^X

A


Class Year




4 -

Sco

re

Confid

enc

1 -

0 -

ab ab

A A

v

W

Iff

i in sectsect

100

80

a 40

Q_ 20

1997-1998 1998-1999

Year Year 2 Year 3


Class Years

















































Instruction Sheet






























































































120

CO c ctf o

pli

Q lt Hmdash

o 6 z

100

80

60

40

20

0 95 90 85 80 75 70 65 60 55 50

Median Score ()



















895

38

376

177

70

809

66

363

155

68

806

63

356

155

71

809

36

357

188

74




Overall Mean (OM)






z ( l ) =

Z(D = Z(D = Z(D = Z(D =

= 851

= 589

-314

-219

-062

000

000

000

003

053

z ( l ) =

Z(D =

z ( i ) = Z(D = Z(D =

= 180

= 098

= 177

-028

-190

007

033

008

078

006

Z ( D

z ( i ) = Z(D =

Z(D = z ( l ) =

= 014

= 608

= 074

-249

-297

089

000

046

001

000
















































Call for Papers








(301)231-5944






















I 1



















or



























Patient Information

Research

Diseases






























Doctors

Begley Carolyn

Dell William

Ficarra Anthony

Gorman Scott

Kabat Alan

Lowther Gerald

Maino Dominick

Rainey Bill

Reed Kim

Riley H D

Rumsey Jay M

Sowka Joe

Thomas Stephen J

Wagner Heidi

Wick Bruce

Woodruff Chris

Woods Albert

E-mail Address

cbegleyindianaedu

bdellpcoedu

ficarranovaedu

scottgnovaedu

kabathdpnovaedu

glowtherindianaedu

dmainoeyecareicoedu

braineyindianaedu

kimreednovaedu

rileyindiana edu

rumseynova edu

jsowkanovaedu

sthomasnovaedu

wagnernovaedu


chriswnovaedu

albertnovaedu

Major Topic(s)


















Contact Information











































































New VARILUX








wwwvariluxprocom







INDUSTRY NEWS




Index - Volume 2 5


4 -

o o w

o o

I | 1slYear Class

WM 2nd Year Class

Year Class

Year Class g [y

ab ab

abas ab abc




100

90

agt a

30 -

20 -

10 -

1997-1998 1998-1999

ab

ab a b

ab


Class Years





Patient Care Skills

44

42

40

H

36

34

33 -

30-


JE j f

if

1 ^ ^ r


Class Year



Patient Gare Skills



0 2nd year

bull 1


Class Year



Class Year


^

Y^X

A


Class Year




4 -

Sco

re

Confid

enc

1 -

0 -

ab ab

A A

v

W

Iff

i in sectsect

100

80

a 40

Q_ 20

1997-1998 1998-1999

Year Year 2 Year 3


Class Years

















































Instruction Sheet






























































































120

CO c ctf o

pli

Q lt Hmdash

o 6 z

100

80

60

40

20

0 95 90 85 80 75 70 65 60 55 50

Median Score ()



















895

38

376

177

70

809

66

363

155

68

806

63

356

155

71

809

36

357

188

74




Overall Mean (OM)






z ( l ) =

Z(D = Z(D = Z(D = Z(D =

= 851

= 589

-314

-219

-062

000

000

000

003

053

z ( l ) =

Z(D =

z ( i ) = Z(D = Z(D =

= 180

= 098

= 177

-028

-190

007

033

008

078

006

Z ( D

z ( i ) = Z(D =

Z(D = z ( l ) =

= 014

= 608

= 074

-249

-297

089

000

046

001

000
















































Call for Papers








(301)231-5944






















I 1



















or



























Patient Information

Research

Diseases






























Doctors

Begley Carolyn

Dell William

Ficarra Anthony

Gorman Scott

Kabat Alan

Lowther Gerald

Maino Dominick

Rainey Bill

Reed Kim

Riley H D

Rumsey Jay M

Sowka Joe

Thomas Stephen J

Wagner Heidi

Wick Bruce

Woodruff Chris

Woods Albert

E-mail Address

cbegleyindianaedu

bdellpcoedu

ficarranovaedu

scottgnovaedu

kabathdpnovaedu

glowtherindianaedu

dmainoeyecareicoedu

braineyindianaedu

kimreednovaedu

rileyindiana edu

rumseynova edu

jsowkanovaedu

sthomasnovaedu

wagnernovaedu


chriswnovaedu

albertnovaedu

Major Topic(s)


















Contact Information











































































New VARILUX








wwwvariluxprocom







INDUSTRY NEWS




Index - Volume 2 5



4 -

Sco

re

Confid

enc

1 -

0 -

ab ab

A A

v

W

Iff

i in sectsect

100

80

a 40

Q_ 20

1997-1998 1998-1999

Year Year 2 Year 3


Class Years

















































Instruction Sheet






























































































120

CO c ctf o

pli

Q lt Hmdash

o 6 z

100

80

60

40

20

0 95 90 85 80 75 70 65 60 55 50

Median Score ()



















895

38

376

177

70

809

66

363

155

68

806

63

356

155

71

809

36

357

188

74




Overall Mean (OM)






z ( l ) =

Z(D = Z(D = Z(D = Z(D =

= 851

= 589

-314

-219

-062

000

000

000

003

053

z ( l ) =

Z(D =

z ( i ) = Z(D = Z(D =

= 180

= 098

= 177

-028

-190

007

033

008

078

006

Z ( D

z ( i ) = Z(D =

Z(D = z ( l ) =

= 014

= 608

= 074

-249

-297

089

000

046

001

000
















































Call for Papers








(301)231-5944






















I 1



















or



























Patient Information

Research

Diseases






























Doctors

Begley Carolyn

Dell William

Ficarra Anthony

Gorman Scott

Kabat Alan

Lowther Gerald

Maino Dominick

Rainey Bill

Reed Kim

Riley H D

Rumsey Jay M

Sowka Joe

Thomas Stephen J

Wagner Heidi

Wick Bruce

Woodruff Chris

Woods Albert

E-mail Address

cbegleyindianaedu

bdellpcoedu

ficarranovaedu

scottgnovaedu

kabathdpnovaedu

glowtherindianaedu

dmainoeyecareicoedu

braineyindianaedu

kimreednovaedu

rileyindiana edu

rumseynova edu

jsowkanovaedu

sthomasnovaedu

wagnernovaedu


chriswnovaedu

albertnovaedu

Major Topic(s)


















Contact Information











































































New VARILUX








wwwvariluxprocom







INDUSTRY NEWS




Index - Volume 2 5







































Instruction Sheet






























































































120

CO c ctf o

pli

Q lt Hmdash

o 6 z

100

80

60

40

20

0 95 90 85 80 75 70 65 60 55 50

Median Score ()



















895

38

376

177

70

809

66

363

155

68

806

63

356

155

71

809

36

357

188

74




Overall Mean (OM)






z ( l ) =

Z(D = Z(D = Z(D = Z(D =

= 851

= 589

-314

-219

-062

000

000

000

003

053

z ( l ) =

Z(D =

z ( i ) = Z(D = Z(D =

= 180

= 098

= 177

-028

-190

007

033

008

078

006

Z ( D

z ( i ) = Z(D =

Z(D = z ( l ) =

= 014

= 608

= 074

-249

-297

089

000

046

001

000
















































Call for Papers








(301)231-5944






















I 1



















or



























Patient Information

Research

Diseases






























Doctors

Begley Carolyn

Dell William

Ficarra Anthony

Gorman Scott

Kabat Alan

Lowther Gerald

Maino Dominick

Rainey Bill

Reed Kim

Riley H D

Rumsey Jay M

Sowka Joe

Thomas Stephen J

Wagner Heidi

Wick Bruce

Woodruff Chris

Woods Albert

E-mail Address

cbegleyindianaedu

bdellpcoedu

ficarranovaedu

scottgnovaedu

kabathdpnovaedu

glowtherindianaedu

dmainoeyecareicoedu

braineyindianaedu

kimreednovaedu

rileyindiana edu

rumseynova edu

jsowkanovaedu

sthomasnovaedu

wagnernovaedu


chriswnovaedu

albertnovaedu

Major Topic(s)


















Contact Information











































































New VARILUX








wwwvariluxprocom







INDUSTRY NEWS




Index - Volume 2 5






















































































120

CO c ctf o

pli

Q lt Hmdash

o 6 z

100

80

60

40

20

0 95 90 85 80 75 70 65 60 55 50

Median Score ()



















895

38

376

177

70

809

66

363

155

68

806

63

356

155

71

809

36

357

188

74




Overall Mean (OM)






z ( l ) =

Z(D = Z(D = Z(D = Z(D =

= 851

= 589

-314

-219

-062

000

000

000

003

053

z ( l ) =

Z(D =

z ( i ) = Z(D = Z(D =

= 180

= 098

= 177

-028

-190

007

033

008

078

006

Z ( D

z ( i ) = Z(D =

Z(D = z ( l ) =

= 014

= 608

= 074

-249

-297

089

000

046

001

000
















































Call for Papers








(301)231-5944






















I 1



















or



























Patient Information

Research

Diseases






























Doctors

Begley Carolyn

Dell William

Ficarra Anthony

Gorman Scott

Kabat Alan

Lowther Gerald

Maino Dominick

Rainey Bill

Reed Kim

Riley H D

Rumsey Jay M

Sowka Joe

Thomas Stephen J

Wagner Heidi

Wick Bruce

Woodruff Chris

Woods Albert

E-mail Address

cbegleyindianaedu

bdellpcoedu

ficarranovaedu

scottgnovaedu

kabathdpnovaedu

glowtherindianaedu

dmainoeyecareicoedu

braineyindianaedu

kimreednovaedu

rileyindiana edu

rumseynova edu

jsowkanovaedu

sthomasnovaedu

wagnernovaedu


chriswnovaedu

albertnovaedu

Major Topic(s)


















Contact Information











































































New VARILUX








wwwvariluxprocom







INDUSTRY NEWS




Index - Volume 2 5





895

38

376

177

70

809

66

363

155

68

806

63

356

155

71

809

36

357

188

74




Overall Mean (OM)






z ( l ) =

Z(D = Z(D = Z(D = Z(D =

= 851

= 589

-314

-219

-062

000

000

000

003

053

z ( l ) =

Z(D =

z ( i ) = Z(D = Z(D =

= 180

= 098

= 177

-028

-190

007

033

008

078

006

Z ( D

z ( i ) = Z(D =

Z(D = z ( l ) =

= 014

= 608

= 074

-249

-297

089

000

046

001

000
















































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Call for Papers








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or



























Patient Information

Research

Diseases






























Doctors

Begley Carolyn

Dell William

Ficarra Anthony

Gorman Scott

Kabat Alan

Lowther Gerald

Maino Dominick

Rainey Bill

Reed Kim

Riley H D

Rumsey Jay M

Sowka Joe

Thomas Stephen J

Wagner Heidi

Wick Bruce

Woodruff Chris

Woods Albert

E-mail Address

cbegleyindianaedu

bdellpcoedu

ficarranovaedu

scottgnovaedu

kabathdpnovaedu

glowtherindianaedu

dmainoeyecareicoedu

braineyindianaedu

kimreednovaedu

rileyindiana edu

rumseynova edu

jsowkanovaedu

sthomasnovaedu

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chriswnovaedu

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New VARILUX








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I 1



















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Patient Information

Research

Diseases






























Doctors

Begley Carolyn

Dell William

Ficarra Anthony

Gorman Scott

Kabat Alan

Lowther Gerald

Maino Dominick

Rainey Bill

Reed Kim

Riley H D

Rumsey Jay M

Sowka Joe

Thomas Stephen J

Wagner Heidi

Wick Bruce

Woodruff Chris

Woods Albert

E-mail Address

cbegleyindianaedu

bdellpcoedu

ficarranovaedu

scottgnovaedu

kabathdpnovaedu

glowtherindianaedu

dmainoeyecareicoedu

braineyindianaedu

kimreednovaedu

rileyindiana edu

rumseynova edu

jsowkanovaedu

sthomasnovaedu

wagnernovaedu


chriswnovaedu

albertnovaedu

Major Topic(s)


















Contact Information











































































New VARILUX








wwwvariluxprocom







INDUSTRY NEWS




Index - Volume 2 5



or



























Patient Information

Research

Diseases






























Doctors

Begley Carolyn

Dell William

Ficarra Anthony

Gorman Scott

Kabat Alan

Lowther Gerald

Maino Dominick

Rainey Bill

Reed Kim

Riley H D

Rumsey Jay M

Sowka Joe

Thomas Stephen J

Wagner Heidi

Wick Bruce

Woodruff Chris

Woods Albert

E-mail Address

cbegleyindianaedu

bdellpcoedu

ficarranovaedu

scottgnovaedu

kabathdpnovaedu

glowtherindianaedu

dmainoeyecareicoedu

braineyindianaedu

kimreednovaedu

rileyindiana edu

rumseynova edu

jsowkanovaedu

sthomasnovaedu

wagnernovaedu


chriswnovaedu

albertnovaedu

Major Topic(s)


















Contact Information











































































New VARILUX








wwwvariluxprocom







INDUSTRY NEWS




Index - Volume 2 5



















Doctors

Begley Carolyn

Dell William

Ficarra Anthony

Gorman Scott

Kabat Alan

Lowther Gerald

Maino Dominick

Rainey Bill

Reed Kim

Riley H D

Rumsey Jay M

Sowka Joe

Thomas Stephen J

Wagner Heidi

Wick Bruce

Woodruff Chris

Woods Albert

E-mail Address

cbegleyindianaedu

bdellpcoedu

ficarranovaedu

scottgnovaedu

kabathdpnovaedu

glowtherindianaedu

dmainoeyecareicoedu

braineyindianaedu

kimreednovaedu

rileyindiana edu

rumseynova edu

jsowkanovaedu

sthomasnovaedu

wagnernovaedu


chriswnovaedu

albertnovaedu

Major Topic(s)


















Contact Information











































































New VARILUX








wwwvariluxprocom







INDUSTRY NEWS




Index - Volume 2 5








































































New VARILUX








wwwvariluxprocom







INDUSTRY NEWS




Index - Volume 2 5

the lournal of the association of schools and colleges of ... · michelle l. cornick, o.d. kenneth...

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